O.C  BERKELEY  LIBRARY 


■'i\\\ 


Standard  Library  Organization  and 

Equipment  for  Secondary  Schools 

of  Different  Sizes 


Report  of  the  Committee  on  Library  Organization  and 
Equipment  of  the  National  Education  Association  and 
of  the  North  Central  Association  of  Colleges  and 
Secondary  Schools,  C.  C  Certain,  Chairman,  Cass 
Technical  High  School,  Detroit,  Mich. 


Ac/opted  by  the  Aboved-Named  Organizations 


Approved  by  the  Committee  on  Education 
American  Library  Association 


AMERICAN  LIBRARY  ASSOCIATION 

78  Ejist  Waihington  Street,  Chicago 
40  Cents  Per  Copy 
1920 


LIBRARY 
SCHOOL 


The  Committee  on  Library  Organization  and 

Equipment 


C.  C.  CERTAIN,  Chairman 
Cass  Technical  High  School,  Detroit,  Mich. 

COLLABORATORS 


Mary  E.  Hall 
Librarian,  Girls'  High  School 
Brooklyn,  N.  Y. 

Frank  Irving  Cooper 
Chairman,  N.  E.  A.  Committee  on 
School     House     Planning    and 
Construction 
Boston,  Mass. 

Martha  Wilson 
Librarian,  Public  Library 
Springfield,  111. 

Emma  J.   Breck 
Head  of  Department  of  English, 
University  High   School 
Oakland,   Cal. 

Lucy  E.  Fay 
Instructor,  Carnegie  Library 
School 

Pittsburgh,  Pa. 

Edna  Pratt 
Librarian,  Public  Library 
Passaic,  N.  J. 

Elizabeth  Knapp 
Head   of   Children's    Department 
Public    Library 
Detroit,  Mich. 

Mary   Sullivan. 
Department  of  English,  Schenley 
High  School 
Pittsburgh,  Pa. 

Jesse  B.  Davis 

Principal,   Central   High   School 
Grand   Rapids,  Mich. 

Hannah  Logasa 
Librarian,    School   of   Education, 
University  of  Chicago 
Chicago,  111. 

Walter  G.  Hood 
Principal,    Gilbert   High    School 
Winsted,  Conn. 


R.  T.  Hargreaves 

Principal,    North    Central    High 
School 
Spokane,  Wash. 

H.  a.  Hollister 

State  High-School  Visitor 
University  of  Illinois 
Urbana,  111. 

Florence  Hopkins 
Librarian,  Central  High  School 
Detroit,  Mich. 

W.  W.  Bishop 
Librarian,  University  of  Michigan 
Ann  Arbor,  Mich. 

H.  O.  Severance 
Librarian,  University  of  Missouri 
Columbia,  Mo. 

Clarence  Kingsley 

State  High-School  Inspector 
Boston,  Mass, 

James  Fleming  Hosic 
Editor  of  the  English  Journal 
Chicago,   111. 

Bessie  Sargeant  Smith 
Supervisor  of  Branches 
Public  Library 
Cleveland,  Ohio 

Willis  Kerr 
Librarian,  Kansas   State  Normal 
School 
Emporia,   Kans. 

Harriet  Wood 

State     Supervisor    of    Libraries, 
Department  of  Education 
St.  Paul,   Minn. 

Frank  K.  Walter 
Librarian,    General    Motor    Cor- 
poration 
Detroit,  Mich. 
Ella  Morgan 
Librarian,    Lincoln   High    School 
Los  Angeles,   Cal. 


436293 


Contents 

PAGE 

FoREWOOD,  C.  C.  Certain 5 

Need   of   High    School   Library    Standardization,    Jesse 

Newlon 6 

Suggestions  for  State  High  School  Inspectors 8 

Requisites  of  Standard  Library  Organization 10 

Attainable  Standards   11 

Housing  and  Equipment 11 

The  Librarian  16 

Scientific  Selection  and  Care  of    Books   and   Other   Ma- 
terial    20 

Instruction  in  the  Use  of  Books  and  Libraries 22 

Annual  Appropriation   24 

State  Supervision  of  School  Libraries 25 

Standards  for  Schools  of  Specific  Type 25 

Junior  High  Schools 25 

High  School  with  Enrolment  below  200 27 

High  Schools .  .  .  between  200  and  500 30 

High  Schools.  .  .between  500  and  1000 33 

High  Schools.  .  .between  1000  and  3000 35 

Co-operation  with  Other  Library  Agencies 36 

Acknowledgments 41 

References 42 


Foreword 

C.  C.  Certain,  Chairman 

The  Library  Committee  of  the  Department  of  Secondary 
Education  of  the  National  Education  Association  was  organized 
in  1915  at  the  annual  meeting  in  Oakland,  Calif.  The  members 
of  the  Committee  at  that  time  decided  that  two  purposes  should 
be  carried  out  during  the  year:  first,  to  investigate  actual  condi- 
tions in  high-school  libraries  throughout  the  United  States ;  and 
second,  to  make  these  conditions  known  to  school  administrators 
and  to  secure  their  aid  in  bettering  existing  conditions.  The  first 
purpose  was  accomplisht  thru  a  series  of  surveys,  including  the 
states  of  the  South,  of  the  Middle  West,  of  the  West,  and  of  the 
East.  A  report  based  upon  these  surveys  was  presented  to  the 
Secondary  Department  at  the  New  York  City  meeting  in  1916 
and  publisht  in  the  Proceedings  of  that  year.  Gathered  together 
at  that  meeting  were  high-school  principals,  teachers,  librarians, 
and  state  and  city  superintendents,  who,  in  discussing  the  prob- 
lems relating  to  high-school  libraries,  gave  a  new  conception  of 
the  status  of  the  library  in  the  high  school.  It  was  thru  this  pro- 
gram that  the  Committee  accomplisht  its  second  purpose.  Tak- 
ing part  in  the  discussions  at  the  meeting  were  such  men  as  Dr. 
Davidson,  of  Pittsburgh,  Pa. ;  Mr.  Jesse  B.  Davis,  of  Grand 
Rapids,  Mich.,  and  Professor  Charles  Hughes  Johnston,  of 
Urbana,  111.  A  full  account  of  the  meeting,  with  papers  contrib- 
uted by  the  speakers,  is  publisht  in  the  National  Education  As- 
sociation Proceedings  for  1916. 

It  was  the  sense  of  the  department  at  that  time  that  the  Li- 
brary Committee  should  be  continued  and  that  it  should  work  out 
a  constructive  program  of  library  development  acceptable  to  the 
Secondary  Department.  Professor  Johnston  consented  to  take 
the  leadership  in  this  movement.  He  was  also  chairman  of  the 
Commission  on  Unit  Courses  and  Curricula  of  the  North  Central 
Association  of  Colleges  and  Secondary  Schools.  As  chairman  of 
this  Commission  he  organized  a  library  committee  with  the  pur- 
pose of  preparing,  under  the  guidance  of  the  members  of  the 


6 

Commission,  a  much  more  detailed  report  than  seemed  possible 
in  the  National  Education  Association.  It  was  my  great  pleasure 
to  act  as  chairman  of  this  Library  Committee  of  the  Commission 
to  work  under  the  leadership  of  Professor  Johnston.  He  planned 
to  secure  the  adoption  of  the  projected  report  by  the  North  Cen- 
tral Association  and  then  to  present  it  to  the  Secondary  Depart- 
ment of  the  National  Education  Association  for  similar  action. 

Professor  Johnston's  untimely  death  in  the  early  stages  of 
these  plans  brought  irreparable  loss  to  the  teaching  profession; 
but  his  plans,  which  were  projected  with  characteristic  clearness 
and  vigor,  have  survived  and  have  been  given  expression  in  the 
following  report  prepared  by  the  Library  Committee  of  the  Com- 
mission. I  was  askt  to  accept  the  chairmanship  of  the  Library 
Committee  of  the  Secondary  Department  and  hence  have  had  the 
privilege  of  carrying  out  the  program  planned  by  Professor  John- 
ston. According  to  his  plans  I  have  presented  the  report  of  the 
Library  Committee  both  to  the  North  Central  Association  and  to 
the  Secondary  Department  of  the  National  Education  Association. 
The  report  has  been  adopted  by  both  organizations.  The  action 
of  these  organizations  has  thus  given  school  administrators  a  na- 
tional standard  for  high-school  library  development. 

This  edition  of  the  report  is  printed  with  the  permission  of 
the   Secretary   of   the   National   Education   Association. 

The  Library  Committee  has  been  instructed  to  prepare  a  re- 
port on  "Methods  of  Using  the  Library  in  Teaching  the  High- 
School  Subjects." 

The  Need  of  High-School  Library  Standard- 
ization 

Jesse  Newlon,  Superintendent  of  Schools,  Denver,  Colo. 

In  the  building  of  high  schools  in  the  past  twenty-five  years 
it  has  been  the  custom  to  provide  adequately,  or  approximately 
so,  for  science  and  a  little  less  generously  for  household  arts  and 
manual  arts.  I  do  not  wish  to  say  anything  whatever  in  dis- 
paragement of  the  provision  made  for  science.  We  have  not  pro- 
vided more  than  adequately ;  we  have  invested  no  more  money  in 
science  than  we  should.     In  fact,  the  war  has  taught   us   that  we 


must  spend  more  money  in  every  line  than  we  have  ever  spent 
before.  But  in  planning  our  high  schools  we  have  overlookt, 
with  very  few  exceptions,  the  high-school  library. 

What  is  true  of  high  schools  in  general  is  true  of  junior  high 
schools  in  particular.  The  library  in  the  junior  high  school  is 
just  as  important  as  the  library  in  the  senior  high  school;  indeed, 
far  more  so  in  many  respects.  Most  boys  and  girls  leave  school 
before  they  reach  the  senior  high  school,  in  fact  before  they  reach 
the  tenth  grade  of  the  public  schools.  If  we  are  really  to  teach 
them  to  use  the  library,  if  we  are  really  to  create  in  them  an  in- 
terest in  good  books,  an  interest  in  study,  it  must  be  done  in  the 
junior  high  school.  In  my  mind  the  need  of  library  development 
applies  in  particular  to  the  junior  high  school. 

There  are  few  well-planned  high-school  libraries  in  the  United 
States.  Sometimes  there  is  a  large  study-hall  for  the  library — 
generally  just  one  room  with  no  workroom  or  conveniences  of  any 
kind  for  the  library  staff.  The  reason  for  this  has  been  that  in 
the  science  department  we  have  had  definite  standards  by  which 
to  design.  These  standards  have  been  workt  out  during  many 
years  in  the  colleges  and  in  the  secondary  schools.  We  have  ap- 
preciated the  importance  of  science  in  the  high-school  curriculum. 
We  have  had  standards  in  the  university  laboratories.  In  the 
laboratories  in  the  high  schools  we  have  laboratory  equipment. 
It  has  been  easy,  therefore,  to  convince  boards  of  education  that 
it  is  necessary  to  provide  these — and  so  for  the  chemistry  de- 
partment, the  physics  department,  or  for  science  of  whatever  kind 
common  to  the  curriculum.  We  have  been  able  to  take  boards  of 
education  to  neighboring  cities  and  show  them  what  has  been 
done,  but  we  have  been  unable  to  do  that  in  the  library  field. 

Herein  lies  the  importance  of  the  report  on  Standard  Library 
Organisation  and  Equipment  for  Secondary  Schools  of  Different 
Sises.  For  the  first  time  administrators  see  that  the  library  is  the 
very  heart  of  the  high  school.  It  will  be  possible  now  for  those 
of  us  who  believe  in  the  importance  of  the  library  to  talk  in 
definite  terms  to  boards  of  education  when  we  are  planning  junior 
and  senior  high  schools.  I  have  had  that  pleasure  within  the  last 
four  months.  In  drawing  up  my  plans  I  have  been  able  to  refer 
to  this  recent  report  setting  forth  library  standards,  and  I  am 
happy  to  say  that  in  these  two  schools  we  are  going  to  provide  as 


8 

adequately  for  the  library  as  for  the  science  and  manual-arts 
departments. 

Those  of  us  who  deal  with  boards  of  education  know  that  we 
are  likely  to  get  what  we  want  if  we  know  what  we  want.  The 
person  who  approaches  the  board  of  education  with  a  definite 
program  in  mind,  knowing  exactly  what  he  wants,  with  recom- 
mendations and  reasons  for  it,  is  likely  to  get  what  he  wants,  and 
that  is  true  of  the  community.  School  superintendents  and 
boards  of  education  who  have  a  constructive  program  to  put  be- 
fore the  community  with  good  reasons  for  it  will  win,  nine  cases 
out  of  ten,  and  so  this  library  report  will  make  it  possible  to  get 
good  libraries — a  thing  we  have  not  had  in  the  past.  Of  course 
there  are  a  few  exceptions,  but  in  general  we  do  not  have  adequate 
arrangements  in  our  high  schools,  either  in  room,  in  equipment, 
or  in  staff  for  libraries. 

I  am  happy  to  say  that  at  the  meeting  of  the  North  Central 
Association  of  Colleges  and  Secondary  Schools  in  March  we 
adopted  this  report  as  one  of  the  recommendations  of  the  Com- 
mission on  Unit  Courses  and  Curricula,  and  that  similar  associa- 
tions of  colleges  and  secondary  schools  in  the  South  and  North- 
west and  in  various  other  parts  of  the  country  are  likely  to  take 
similar  action.  We  can  now  offer  boards  of  education  a  report 
that  is  official — really  official.  This  report  represents  the  best 
thought  of  those'  who  have  studied  libraries  thruout  the  country. 
Great  good  will  come  from  that. 


Suggestions  for  State  High-School  Inspectors 

It  is  suggested  that  a  committee  be  organized  in  each  state 
to  make  a  survey  of  library  conditions  in  high  schools.  To  begin 
the  work  of  standardizing  libraries,  actual  conditions  should  be 
studied  in  relation  to  the  standards  given  in  this  report. 

A  complete  survey  should  be  made  including  such  items  as: 
(1)  appropriate  housing,  and  equipment;  (2)  professionally 
trained  librarians;  (3)  scientific  service  in  the  selection  and  care 
of  books  and  other  printed  material,  and  in  the  proper  classifica- 
tion and  cataloging  of  this  material;  (i)  instruction  in  the  use  of 
books  and  libraries;  (5)  adequate  annual  appropriations  for 
salaries  and  for  the  maintenance  of  the  library,  for  the  purchase 


of  books,  for  supplies,  and  for  general  upkeep;  (6)  a  trained 
librarian  as  state  supervisor  of  all  the  school  libraries  of  the  state. 

Based  upon  this  survey,  a  schedule  of  systematic  library 
development  should  be  outlined,  with  definite  annual  goals  to  be 
attained,  until  all  standards  have  been  achieved. 

It  is  estimated  that  not  more  than  five  years  should  be  re- 
quired for  the  complete  achievement  of  standards  as  given  in  this 
report. 

Representatives  of  the  state  educational  department  and  of 
the  state  library  commission  should  be  members  of  the  surveying 
committee. 

A  statement  of  library  conditions  should  be  contained  in  the 
annual  reports  of  state  departments  of  education  and  in  the  re- 
ports of  high-school  inspectors. 


Standard   High-School  Library  Organization 
and  Administration 

This  report  endeavors  to  suggest  a  practical  working  stand- 
ard for  the  following  types  of  high  schools : 

I.  Junior  high  schools.     Page  25. 

II.  High  schools  with  enrolment  below  200.     Page  27. 

III.  Four-year  high  schools  or  senior  high  schools  with  en- 
rolment between  200  and  500.     Page  30. 

IV.  Four-year  high  schools  or  senior  high  schools  with  en- 
rolment between  500  and  1000.     Page  33. 

V.  Four-year  high  schools  or  senior  high  schools  with  enrol- 
ment between  1000  and  3000.     Page  35. 

VI.  Co-operation  with  other  library  agencies.     Page  3(5. 
Acknowledgments.     Page  41. 

References.     Page  42. 

Requisites  of  a  Standard  Library  Organization 

The  requisites  of  a  standard  library  organization  are:  (I) 
appropriate  housing  and  equipment  of  the  high-school  library ; 
(II)  professionally  trained  librarians;  (III)  scientific  selection 
and  care  of  books  and  other  material,  and  the  proper  classifica- 
tion and  cataloging  of  this  material;  (IV)  instruction  in  the  use 
of  books  and  libraries  as  a  unit  course  in  high-school  curricula ; 
(V)  adequate  annual  appropriations  for  salaries  and  for  the 
maintenance  of  the  library,  for  the  purchase  of  books  and  other 
printed  matter,  for  the  rebinding  of  books,  for  supplies,  and  for 
general  upkeep;  (VI)  a  trained  librarian  as  state  supervisor  to 
be  appointed  as  a  member  of  the  state  education  department,  as 
in  Minnesota,  or  under  the  library  commission  in  co-operAtion 
with  the  state  education  department,  as  in  New  Jersey. 


l( 


Attainable  Standards 

The  following  standards  are  recommended  as  attainable  in 
the  high  schools  of  the  United  States  within  the  next  five  years. 
In  general  these  standards  apply  to  all  high  schools. 

I.     HOUSING  AND  EQUIPMENT^ 

A.       SCIENTIFIC    PLANNING 

In  establishing  a  new  high  school  or  a  new  library  in  a  high 
school,  the  librarian  should  be  secured  in  ample  time  to  aid  in 
planning  the  library  room  and  in  selecting  the  equipment  and 
books.  No  school  superintendent  or  high-school  principal  should 
undertake  to  plan  a  new  library  without  the  expert  assistance  of 
a  trained  librarian.  Crudely  designed  libraries  are  wasteful  of 
funds,  of  space,  of  time,  and  of  educational  force. 

B.       INTEGRAL   PART   OF    HIGH-SCHOOL    ORGANIZATION 

The  library  must  be  an  integral  part  of  the  high  school, 
housed  in  the  school  building,  and  should  not  as  a  rule  be  open 
to  the  general  public.^ 

1.  The  Room  and  its  appointments. — The  library  reading- 
room  must  be  centrally  located,  well  lighted  and  ventilated,  and 
planned  appropriately  with  reference  to  general  reading,  refer- 
ence, and  supplementary  study.  It  must  be  emphatically  a  place 
of  refinement,  comfort,  and  inspiration.  The  room  in  all  its  ap- 
pointments should  be  a  place  essentially  attractive  to  high-school 
students  and  should  be  made  as  free  of  access  to  them  as  is 
possible. 

2.  Freedom  of  access. — Freedom  of  access  to  the  librarv 
must  imply,  not  only  freedom  to  consult  books  for  reference  and 

lArchitects  and  school  superintendents  planning  high-school  build- 
ings should  have  on  hand  for  reference  the  standards  for  high-school  li- 
brary rooms  set  forth  in  the  pamphlets  and  books  marked  with  an  asterisk 
in  Section  II  of  the  Bibliography,  page  42. 

^Local  developments  in  small  communities  in  some  instances  may 
make  it  desirable  to  open  the  library  to  the  public. 


13 

for  supplementary  and  collateral  study,  but  also  freedom  to  read 
books  for  recreation  and  pleasure.  The  pupils  should  have  direct 
access  to  the  bookshelves. 

C.      THE  READING-ROOM 

1.  Location. — A  central  location  on  the  second  floor  is  usually 
found  most  satisfactory  for  the  reading-room.  It  should  have 
an  exposure  admitting  plenty  of  light  and  sunshine.  It  should  be 
separate  from  the  study  hall  and  should  not  be  used  for  recitation 
purposes. 

It  should  be  near  the  study  hall.  The  library  if  practicable 
should  be  connected  with  the  study  hall  by  a  door  or  special  pass- 
ageway so  that  students  may  go  from  the  study  hall  to  the  library 
without  the  necessity  of  securing  passes  to  the  library.  Where 
this  is  not  feasible  the  library  should  be  as  near  as  possible  to  the 
study  hall. 

2.  Seating  capacity  and  area. — The  reading-room  should  be 
provided  with  facilities  to  accommodate  at  one  full  period  readers 
numbering  from  5  per  cent  to  10  per  cent  of  the  total  daily  at- 
tendance of  the  school.  In  high  schools  enrolling  500  pupils  the 
reading-room  should  have  a  seating  capacity  of  from  40  to  50 ; 
and  those  enrolling  1000  should  have  a  seating  capacity  of  from 
75  to  100.  An  area  of  at  least  25  square  feet  per  reader  is  re- 
quired for  complete  accommodations  and  service.  The  minimum 
seating  capacity  in  the  small  high  school  should  be  that  of  an 
average  classroom. 

Tables  3  by  5  feet  and  seating  6  persons  are  the  standard  size 
recommended.  The  width  of  the  room  should  be  ample  to  ac- 
commodate from  2  to  3  rows  of  tables  placed  with  sides  parallel 
to  the  short  walls  of  the  room  if  the  room  is  rectangular  in  form. 
The  rows  of  tables  should  be  so  placed  that  the  fewest  possible 
readers  have  to  face  the  windows.  A  space  of  5  feet  should  be 
allowed  between  the  rows  of  tables  and  between  the  tables  and 
the  adjacent  walls.  Two  rows  of  tables  should  be  provided  in 
small  high  schools  and  3  rows  in  large  schools. 

3.  Use. — The  library  reading  room  should  be  reserved  ex- 
clusively for  library  use  and  not  used  for  meetings  that  in  any 
way  interfere  with  the  student  visitors.     The  library  should  be 


13 

essentially  a  reading  room  and  should  not  be  converted  into  a 
study  hall  or  a  place  for  supervised  study. 

4.  Lighting. — The  artificial  lighting  should  be  by  means  of 
electric  ceiling  fixtures  of  either  the  indirect  or  semi-indirect  type. 

5.  Finishes. — White  ceilings  and  light  buff  walls  give  the 
best  lighting  effects.  Dark  colors  should  be  avoided  in  woodwork 
and  trim, 

6.  Wall  space. — All  possible  surface  downward  from  a  pomt 
7  feet  above  the  floor  should  be  utilized  for  shelving.  Chair  rail- 
ing, wainscoting,  and  baseboards  should  be  omitted,  and  the  walls 
plastered  to  the  floor.  Any  necessary  baseboards  should  be  added 
after  the  shelving  is  in  place. 

7.  Floor  covering. — The  floor  should  be  covered  with  lino- 
leum or  cork  carpet  to  deaden  sound. 

D.       EQUIPMENT 

1.  Indispensable  equipment. 

a.  Built-in  furniture :  Low,  open  wall  shelving  to  accommo- 
date about  eight  volumes  to  the  running  foot. 

The  shelving  should  be  placed  against  the  wall  spaces  of  the 
room.  The  cases  should  be  made  with  adjustable  shelves,  should 
not  be  over  seven  feet  high,  and  should  accommodate  six  or  seven 
shelves.  The  stationary  shelf  should  be  three  or  four  inches 
above  the  floor,  so  that  it  will  not  catch  all  the  dust.  The  shelves 
should  be  3  feet  long  8  inches  wide.  These  should  be  made  of 
wood*,  or  steel  cases  should  be  purchast.  The  bottom  shelves 
should  be  12  inches  wide  to  take  the  folio  books.  A  wider  shelf 
should  be  provided  for  economic  and  historical  Atlases,  and  for 
bound  volumes  as  large  as  the  Scientific  American.  In  estimat- 
ing the  capacity  of  shelving,  eight  books  to  the  foot  should  be 
used  as  a  basis.  There  should  be  shelving  enough  to  provide  for 
the  present  collection  of  books  and  for  the  probable  additions  for 
the  next  five  years.  If  the  wall  spaces  are  not  sufficient  for  the 
shelving,  freestanding  stacks  should  be  installed.  The  passage- 
way between  the  stack  and  the  wall  should  be  at  least  three  feet. 

The  current  periodicals  should  be  laid  on  their  sides  on  the 
shelves  in  one  section  devoted  to  periodical  literature,  or   a   few 

*If  the  local  carpenter  is  a  skilled  craftsman  these  may  be  made  by 
him  or  under  his  direction. 


14 

pigeonholes  should  be  made  for  them.  These  should  be  12  inches 
high,  10  inches  wide,  and  13  inches  deep  for  the  average-sized 
periodical.  A  few  larger  ones  should  be  made  for  folios  like  the 
Scientific  American.  Better  still,  these  spaces  should  be  reserved 
for  files  of  back  numbers  and  for  a  rack^  simply  constructed  to 
hold  current  magazines  in  a  vertical  position  for  display.  This 
should  be  placed  on  a  side  wall  of  the  library.  If  the  school  has 
sufficient  funds,  a  standard  periodical  case^  for  the  better  display 
of  periodicals  should  be  purchast. 

b.  Books: 

c.  Closets :  Ample  provision  should  be  made  for  closet  space 
for  storing  back  numbers  of  magazines,  new  books,  books  for 
binder,  stores  of  supplies,  etc.,  unless  this  storage  space  is  pro- 
vided in  a  librarian's  workroom. 

d.  Furniture:  Reading  tables,  each  to  accommodate  not 
more  than  six  or  eight  readers,  comfortable  chairs,  charging  desk 
and  desk  for  reference  work,  card-catalog  case,  pamphlet  cases, 
magazine  stand,  display  rack,  newspaper  rack,  vertical  file,  book 
truck,  lockers  for  librarians. 

e.  Apparatus :  Accession  book,-^  Library  of  Congress  catalog 
cards,  blank  catalog  cards,  guide  cards,  book  cards,  book  pockets, 
dating  slips  with  dater,  library  stamp,  book  supports,  shelf  mark- 
ers, typewriter,  bulletin  boards  of  corticine,  circulating  pictures, 
lithomounts,  pamphlet  holders,  clippings,  cards,  and  pamphlets. 

2.  Additional  equipment  needed  for  the  most  effective  work. 

a.  Stack  shelving  when  needed,  display  case  for  illustrated 
editions  of  books,  celluloid  holders  for  handling  pictures,  files  for 
lantern  slides,  post  cards,  victrola  records,  a  globe,  a  cutting  ma- 
chine, pictures  and  mottoes  on  walls,  casts,  and  plants. 

b.  Ample  accommodations  should  be  provided  for  assembling 
in  the  library  all  illustrative  materials  used  in  the  high  school, 
such  as  maps,  pictures,  lantern  slides,  and  victrola  records.     In 

iRacks  can  be  secured  from  reliable  makers  of  library  fumiUire. 

^This  has  provision  for  current  magazines  on  top  and  drawers  below 
for  storing  back  numbers.  Can  be  purchast  from  dealers  in  standard 
library  furniture. 

^It  is  possible  to  dispense  with  the  accession  book.  Accession  num- 
bers may  be  used,  arranged  in  the  order  of  bills  and  entered  in  blocks  in  a 
small  notebook. 


15 

the  library  these  can  be  made  available  to  all  departments  thru 
proper  classifications,  cataloging,  and  filing. 

E.     librarian's  workroom 

A  librarian's  workroom  of  at  least  10  by  15  feet  should  ad- 
join the  reading-room.^  It  should  be  well  lighted,  both  naturally 
and  artificially,  and  well  ventilated.  It  should  be  equipt  with  a 
desk  for  cataloging,  a  typewriter  table,  a  typewriter  with  card- 
cataloging  attachment,  chairs,  shelves,  running  water,  and  ample 
closet  space  for  storage  supplies,  etc.,  of  new  books  being  cata- 
loged and  of  old  books  being  repaired. 

F.       LIBRARY    CLASSROOM^ 

A  library  classroom  also  should,  if  possible,  adjoin  the  read- 
ing-room. Adequate  lighting  and  ventilation  should  be  provided. 
It  should  be  furnisht  with  from  thirty  to  sixty  chairs  with  tablet 
arms,  a  small  stage,  complete  lantern  outfit,  moving-picture  out- 
fit, victrola,  reflectoscope,  table,  and  bulletin  boards  of  corticine. 
Not  more  than  two-thirds  of  the  room  should  be  occupied  with 
chairs.  A  room  so  equipt  would  serve  as  a  model  classroom  for 
visual  instruction  and  should  be  available  for  use  by  teachers  of 
all  departments  wishing  to  use  slides,  pictures,  illustrated  books, 
or  victrola  records  kept  in  the  library.  The  walls  should  be 
equipt  with  posting  surfaces  of  cork  or  burlap  for  the  display  of 
posters  and  pictures.  If  to  be  used  by  all  departments  the  room 
should  have  other  access  than  thru  the  library. 

Note. — For  specifications  as  to  standard  library  shelving  and  furni- 
ture, also  planning  of  school  library  room,  architects  and  school  superin- 
tendents are  referred  to  the  authorities  listed  in  the  Bibliography, 
pages  42  and  following. 

G.       COMMITTEE    ROOMS    FOR    SOCIAL    STUDIES^ 

There  should  be  one  or  more  committee  rooms,  among  these 
the  library  classroom,  adjoining  the  library,  where  students  could 
work  in  groups  upon  problems  assigned  them  in  English,  history, 
civics,  economics,  and  other  high-school  subjects.     It  is  also  de- 

iPreferably  at  one  end  of  the  reading-room. 

Hn  the  construction  of  special  rooms,  glass  partitions  and  glass  doors 
simplify  the  problem  of  supervision. 

•^Preferably  at  one  end  of  the  reading  room. 


16 

sirable  that  the  offices  of  the  heads  of  the  department  of  English 
and  of  the  social-studies  department  should  be  connected  con- 
veniently with  the  library. 

H.       STACKROOM 

A  stackroom  is  rarely  necessary,  except  in  the  case  of  the 
very  large  high  school  in  which  many  surplus  books  must  be 
stored,  such  as  textbooks  and  library  books  that  are  rarely  used. 

II.     THE  LIBRARIAN 

A.       QUALIFICATIONS 

The  librarian  in  the  high  school  should  combine  the  good 
qualities  of  both  the  librarian  and  the  teacher  and  must  be  able 
to  think  clearly  and  sympathetically  in  terms  of  the  needs  and  in- 
terests of  high-school  students. 

A  wide  knowledge  of  books,  ability  to  organize  library  ma- 
terial for  efficient  service,  and  successful  experience  in  reference 
work  should  be  demanded  of  every  librarian.  Most  of  all  should 
the  personality  of  the  librarian  be  emphasized.  Enthusiasm  and 
power  to  teach  and  inspire  are  as  essential  in  the  high-school 
librarian  as  in  the  teacher.  Successful  library  experience  in  work 
with  boys  and  girls  of  high-school  age,  either  in  the  reference 
room,  in  the  children's  department  or  school  department  of  a  pub- 
lic library,  or  in  a  high  school  should  be  required  of  candidates. 
Successful  teaching  experience  in  a  high  school  is  a  valuable  asset 
in  the  librarian. 

B.       PROFESSIONAL  REQUIREMENTS 

The  standard  requirements  for  future  appointments  of  li- 
brarians in  high  schools  should  be  a  college  or  university  degree 
with  major  studies  in  literature,  history,  sociology,  education,  or 
other  subjects  appropriate  to  any  special  demands,  as,  for  example, 
those  of  the  technical  high  school,  upon  the  library.  In  addition 
the  librarian  should  have  at  least  one  year  of  postgraduate  library 
training  in  an  approved  library  school  and  one  year's  successful 
library  experience  in  wo,rk  with  young  people  in  a  library  of 
standing. 

1.  Approved  library  schools. — By  approved  library  school  is 


17 

meant  a  school  which  meets  the  standards  of  Hbrary  training  set 
up  by  the  Committee  on  Library  Training  in  the  American  Li- 
brary Association  and  adopted  by  the  Committee  on  High  School 
Libraries  in  the  National  Education  Association.  The  following 
meet  these  standards  and  are  approved  by  the  National  Education 
Association  Committee  on  High  School  Libraries  : 

t  *New  York  State  Library  School,  Albany,  N.  Y. 

t  *University  of  Illinois,  Library  School,  Urbana,  III. 

*Library  School  of  the  University  of  Wisconsin,  Madison, 
Wis. 

*Western  Reserve  University  Library  School,  Cleveland, 
Ohio. 

*Simmons  College  School  of  Library  Science,  Boston,  Mass. 

*Pratt  Institute  School  of  Library  Science,  Brooklyn,  N.  Y. 

^  *Library  School  of  the  New  York  Public  Library,  New 
York,  N.  Y. 

^Atlanta  Carnegie  Library  School,  Atlanta,  Ga. 

*Pittsburgh  Carnegie  Library  School,  Pittsburgh,  Pa. 

*  Syracuse  University  Library  School,  Syracuse  University* 
Syracuse,  N  .Y. 

*Library  School  of  the  Los  Angeles  Public  Library,  Los 
Angeles,  Cal. 

The  following  library  schools  which  have  been  recently  estab- 
lished give  courses  of  one  year  or  more  in  library  training  and 
are  under  consideration  for  approval  by  the  National  Education 
Association  Committee  on  High  School  Libraries : 

*St.  Louis  Library  School,  Public  Library,  St.  Louis,  Mo. 

8.  Standard  library-training  courses. — For  information  as 
to  the  standing  of  any  library-training  course  in  the  country  write 
to  the  Chairman  of  the  Committee  on  Library  Training,  American 
Library  Association,  78  East  Washington  St.,  Chicago,  111.,  or  to 
Mary  E.  Hall,  Girls'  High  School,  Brooklyn,  N.  Y.,  chairman  of 
Committee  on  High  School  Libraries,  National  Education  Asso- 
ciation. 

*Members  of  the  Association  of  American  Library  Schools. 
fRequires  college  degree  for  entrance  and  gives  courses  2  years  in 
length. 

^Offers  a  second-year  course. 


18 

3.  Authoritative  information. — For  help  in  securing  efficient 
librarians  for  high  schools  apply  to  the  directors  of  library  schools 
listed  in  the  foregoing  paragraphs  or  to  the  Chairman  of  the  Com- 
mittee on  High  School  Libraries,  National  Education  Associa- 
tion, and  to  the  Secretary  of  the  American  Library  Association, 
78  East  Washington  St.,  Chicago.  Help  may  also  be  secured  by 
writing  to  the  secretary  of  the  state  library  commission  of  any 
state  having  such  a  commission  at  the  state  capitol.  Most  states 
have  such  a  commission. 

C.      SALARIES 

The  salary  of  a  high-school  librarian  should  be  adequate  to 
obtain  a  person  with  the  qualifications  set  forth  in  this  report.  It 
should  not  be  lower  than  that  of  the  English  teacher.  In  depart- 
mentalized high  schools  the  librarian  should  receive  a  salary 
equal  to  that  of  other  department  heads. 

D.       ADMINISTRATIVE    REQUIREMENTS 

1.  The  library  staff. — The  library  stafif  should  be  sufficiently 
large  to  keep  the  library  open  continuously  thru  the  day  session, 
also  before  and  after  the  session  and  evenings  for  night  school, 
if  local  need  demands  this. 

2.  Status  of  the  librarian. — In  high  schools  having  heads  of 
departments  the  librarian  should  be  made  head  of  the  library  de- 
partment, with  status  equal  to  that  of  the  heads  of  other  depart- 
ments. 

3.  Trained  assistants. — For  every  one  thousand  students  in 
daily  attendance  a  full-time  trained  assistant  librarian  is  needed 
to  help  in  the  reference,  technical,  and  clerical  work  and  to  allow 
the  librarian  time  for  conference  with  teachers  and  pupils,  to  give 
instruction,  and  to  visit  classes. 

Professional  requirements  for  assistant  librarians :  Standard 
reciuirements  for  assistant  librarian  should  be  the  same  as  for  the 
librarian.  There  should  be  no  distinction  between  librarian  and 
assistant  librarian  in  the  requirements  for  eligibility  except  in  the 
matter  of  library  experience. 

4.  Judicious  distinction  in  library  service. — In  the  adminis- 


19 

tration  of  the  library  distinctions  should  be  made  as  to  clerical, 
administrative,  technical,  and  educational  work. 

a.  Clerical  work :  Clerical  work  of  the  high  school  of  the 
nature  of  office  work  should  not  be  demanded  of  the  librarian. 
Under  no  circumstances  should  the  librarian  be  expected  to  do 
clerical  work  properly  required  in  the  principal's  office,  such  as 
keeping  records  of  attendance  and  official  records.  To  require 
such  work  of  trained  librarians  is  wasteful  of  educational  re- 
sources and  money. 

Free  textbooks  should  not  be  stored  in  the  library,  and  they 
should  be  handled,  not  by  the  library  staff,  but  by  a  special  book 
clerk,  whose  duties  should  also  include  any  selling  where  this  is 
required. 

b.  Administrative  work :  The  administrative  work  may  be 
summarized  as  follows :  Directing  the  policy  of  the  library,  se- 
lecting books,  purchasing  books,  planning  the  room  and  its  equip- 
ment, keeping  records  of  expenses  and  planning  the  annual  li- 
brary budget,  planning  and  directing  the  work  of  trained  or  stu- 
dent assistants,  and  building  up  a  working  collection  of  pamph- 
lets, clippings,  and  of  illustrative  material. 

The  librarian  should  be  present  at  all  teachers'  meetings  and 
should  have  the  ability  to  work  for  and  with  teachers  so  well  that 
mistakes  in  adaptation  of  book  collections  to  needs  may  not  occur. 

c.  Technical  work :  The  technical  work  may  be  summarized 
as  follows:  The  classifying,  cataloging,  indexing,  and  filing  of  all 
printed  matter  so  that  it  may  be  readily  available  for  use ;  estab- 
lishing a  practical  charging  system  to  keep  track  of  books  and 
other  materials  borrowed  from  the  library ;  attending  to  the 
proper  binding  and  rebinding  of  books ;  and  keeping  necessary 
records  and  statistics  of  additions  to  library,  use  of  library,  etc. 

d.  Educational  work:  The  educational  work  may  be  sum- 
marized as  follows : 

1.  Reference. — Helping  teachers  and  students  to  find  suitable 
material  on  special  topics,  notifying  teachers  of  new  books  and 
articles  along  professional  lines,  looking  up  answers  to  questions 
which  have  come  up  in  classroom  or  laboratory,  and  preparing 

Note. — These  requirements  are  also  approved  by  the  New  York  State 
Board  of  Regents  of  the  University  of  the  State  of  New  York  and  by  the 
Association  of  American  Library  Schools. 


20 

suggestive  reference  reading  along  the  lines    of    the    course    of 
study. 

2.  Instruction. — Systematic  instruction  of  students  in  the 
use  of  reference  books  and  library  tools,  such  as  card-catalog 
indexes,  etc.,  by  the  giving  of  lectures,  quizzes,  and  practical  tests. 
In  this  instruction  the  relationship  of  the  high-school  library  and 
the  public  library  and  the  relation  of  the  library  to  life  outside  of 
school  should  be  emphasized. 

3.  Educational  and  vocational  guidance. — Cultural  and  in- 
spirational work  in  widening  the  interests  of  the  students  and  in 
cultivating  a  taste  for  good  reading.  This  is  done  thru  posting 
interesting  material  on  bulletin  boards  and  compiling  lists  of  in- 
teresting reading  in  books  and  magazines,  thru  reading  clubs  and 
personal  guidance  of  the  reading  of  individual  students. 

The  librarian  should  also  co-operate  with  vocational  coun- 
selors in  aiding  students  in  the  choice  of  vocations  and  should  have 
on  hand  in  the  library  pamphlets,  catalogs,  etc.,  on  the  occupa- 
tions. 

A  card  record  for  each  student  should  be  kept  from  year  to 
year,  showing  the  progress  of  the  student's  reading  interests. 
Much  attention  should  be  given  to  individual  and  group  confer- 
ences. 

The  work  of  the  assistant  librarian,  altho  under  the  direction 
of  the  librarian  in  charge,  should  be  coordinate  in  many  respects 
with  that  of  the  librarian  and  should  be  along  inspirational  and 
educational,  as  well  as  technical  lines.  The  work  of  the  assistant 
librarian  should  include,  among  other  duties,  keeping  all  statistical 
records,  caring  for  magazines,  newspapers,  pictures,  and  clippings. 
helping  with  cataloging,  assisting  in  enforcing  discipline,  helping 
in  the  supervision  of  clubs,  and  personally  guiding  the  reading  of 
students. 

III.     SCIENTIFIC  SELECTION  AND  CARE  OF  BOOKS 
AND  OTHER  MATERIAL 

A.       SELECTION   AND  CARE  OF  BOOKS  AND  PRINTED   MATTER 

The  selection  of  books  should  be  made  with  reference  to : 
1.  Educational  guidance   and  local    industrial,    commercial, 
and  community  interests. 


31 

2.  Laboratory  and  classroom  needs. 

3.  The  general  recreational  and  cultural  needs  of  the  stu- 
dents. 

All  books  should  be  classified,  shelf-listed,  cataloged,  and 
kept  in  good  repair  and  in  fit  condition  for  ready  use. 

Book  selections  should  be  made  by  the  librarian  with  the  ap- 
proval of  the  principal,  and  must  be  based  upon  (1)  recommenda- 
tions by  heads  of  departments  and  teachers  and  (2)  the  general 
cultural  needs  of  the  students. 

The  library  should  be  provided  with  the  best  reference  books 
and  with  literature  that  has  a  natural  human  appeal  to  young 
people.  There  should  be  very  few  books  of  criticism,  a  few  com- 
plete works  of  authors,  a  generous  proportion  of  finely  illustrated 
editions  of  standard  books,  popular  scientific  books,  special  refer- 
ence books  on  methods  of  teaching,  pictures  appropriate  for  illus- 
trative purposes,  novels,  short  stories,  books  of  travel,  biography, 
modern  drama,  modern  poetry,  weekly  and  monthly  magazines, 
and  newspapers. 

Subscription  books  should  be  avoided,  with  certain  excep- 
tions known  to  trained  librarians.  Information  on  this  subject 
may  be  obtained  from  the  state  library  commission. 

Books  that  are  out  of  date  or  seldom  used  should  not  be  al- 
lowed to  occupy  valuable  shelf  space  but  should  be  stored  where 
accessible,  or  should  be  otherwise  disposed  of. 

Books  greatly  in  demand  should  be  supplied  in  duplicate  to 
meet  the  demand  not  only  adequately  but  generously. 

B.       CENTRALIZATION   AND  DISTRIBUTION   OF  VISUAL   MATERIAL 

The  Library  should  serve  as  the  center  and  co-ordinating 
agency  for  all  material  used  in  the  school  for  visual  instruction, 
such  as  stereopticons,  portable  motion  picture  machines,  stereop- 
ticon  slides,  moving  picture  films,  pictures,  maps,  globes,  bulletin 
board  material,  museum  loans,  etc.  Such  material  should  be  reg- 
ularly accessioned  and  cataloged,  and  its  movements  recorded,  and 
directed  from  the  library.  This  will  result  in  the  greatest  efficien- 
cy in  the  use  of  visual  material,  as  the  same  material  can  often 
cover  two  or  more  courses;  for  example,  a  film  of  the  "Tale  of 
Two  Cities"  may  be  used  in  both  literature  and  history  classes,  and 
material  available  for  commercial  geography  may  be  helpful  in 


32 

project  work  of  the  English  classes,  as  well  as  in  industrial  his 
tory  or  economics.  By  cooperation  with  the  teachers  the  librar- 
ian may  apply  this  material  to  each  course  at  the  most  strategic 
times  for  the  introduction  of  a  new  subject,  for  review,  or  when- 
ever in  the  opinion  of  the  teacher  its  use  will  be  productive  of  the 
greatest  inspiration  and  benefit. 

The  Library  should  also  borrow  and  distribute  to  the  teachers 
material  available  from  public  or  even  private  agencies,  such  as 
museums,  city,  state  or  national  bureaus  or  departments,  business 
houses,  collectors,  etc. 

IV.     INSTRUCTION  IN  THE  USE  OF  BOOKS  AND 
LIBRARIES 

One  of  the  following  plans  should  be  selected  in  giving  in- 
struction in  the  use  of  books  and  libraries: 

A.  A  minimum  of  three  recitation  periods  per  year  should  be 
given  in  each  English  course  to  graded  instruction  in  the  use  of 
books  and  libraries.  This  instruction  should  be  given  by  the  li- 
brarian and  credited  as  a  distinct  requirement  for  graduation. 
The  credit  should  be  recorded  as  a  grade  in  Library  Instruction, 
and  not  as  a  grade  in  English  or  some  other  subject. 

B.  To  establish  Instruction  in  the  Use  of  Books  and  Li- 
braries as  a  unit  course,  a  minimum  of  twelve  lessons  a  year  should 
be  given  to  this  work.  In  view  of  the  fact  that  efficiency  of  in- 
struction in  any  department  depends  upon  an  intelligent  use  of 
the  library,  the  following  schedule  would  seem  practicable : 

In  English  three  lessons  a  year  should  be  given  to  instruction 
in  the  use  of  the  library,  in  history  three  lessons  a  year,  in  Latin 
one  lesson,  in  Spanish  or  French  one  lesson,  and  in  the  sciences 
and  manual  training  together  four  lessons.  The  required  twelve 
lessons  a  year  should  thus  be  scheduled  for  instruction  in  the  use 
of  the  library. 

Training  in  library  use  should  include : 

1.  The  use  of  books  for  educational  guidance. — The  students 
should  be  given  systematic  guidance  in  the  choice  of  books  helpful 
to  an  understanding  of  social  well-being.  Clubs  should  be  or- 
ganized to  study  biographies  of  persons  who  have  achieved  pecu- 
liar success  in  particular  vocations  and  of  those  who  have  ren- 
dered great  services  to  mankind. 


23 

2.  The  use  of  books  as  tools. — The  lessons  given  should  in- 
clude such  topics  as  the  card  catalog,  magazine  indexes,  diction- 
aries, encyclopedias,  documents,  official  city  reports,  indexes  to 
sets  of  books,  and  special  and  commercial  indexes.  These  les- 
sons^ should  be  given  early  in  the  high-school  course,  during  the 
first  and  second  years,  that  students  may  use  the  library  intelli- 
gently and  efficiently. 

3.  The  use  of  books  as  a  means  of  recreation,  amusement, 
and  inspiration. — The  students  should  be  encouraged  to  collect 
books  for  personal  libraries  and  should  be  given  information  con- 
cerning good  editions  of  books,  that  are  inexpensive  but  well-print- 
ed editions.  They  should  be  taught  something  of  bookbinding  and 
should  be  fortified  against  the  wiles  of  unscrupulous  book  agents. 
The  librarian  should  encourage  reading  clubs  and  devise  other 
means  of  making  reading  enjoyable. 

4.  "Esprit  de  corps"  in  handling  books  as  public  property. — 
Lessons  in  this  connection  should  be  given  upon  (a)  the  history 
of  printing  and  bookbinding,  (b)  the  care  of  the  physical  book, 
(c)  cooperation  in  the  care  of  public  property,  (d)  cooperation  in 
securing  the  greatest  benefits  from  public  educational  institutions, 
(e)  unselfishness  in  the  use  of  public  goods,  (f )  the  examination 
of  representative  collections  of  books  in  the  best  editions,  and  (g) 
appreciation  of  the  cost  and  value  of  library  equipment. 

Lessons  2,  3,  and  4  should  be  given  to  the  students  when  they 
first  enter  high  school ;  lesson  1  may  be  given  later. 

5.  Relation  of  high-school  and  public  libraries.— To  relate 
the  work  in  the  high-school  library  to  that  of  the  public  library 
and  to  make  clear  the  uses  to  students,  after  school  days  are  over, 
of  an  institution  which  should  be  a  factor  in  their  future  mental 
development,  classes  should  be  taken  to  the  public  library,  where 
its  book  resources,  rules,  methods,  departments,  catalog,  and  sup- 
port can  be  briefly  explained  by  one  of  the  staff.  This  should  be 
done  in  the  large  cities  and  small  towns  as  well.  Definite  out- 
lined instructions  can  be  prepared  for  the  talks  which  will  make 
them  of  practical  value.     Where  visits  to  the  library  are  an  im- 

^For  instruction  in  reference  books  the  Board  of  Education  of  De- 
troit, Michigan,  has  authorized  the  use  of  "Reference  guides  that  should  be 
known  and  how  to  use  them"  by  Miss  Florence  Hopkins,  Librarian,  Cen- 
tral High  School,  Detroit,  Michigan,  published  by  the  Willard  Publishing 
Co.,  Detroit,  Michigan. 


24 

possibility  in  school  hours  because  of  distance,  competent  mem 
bers  of  the  library  staff  may  be  invited  to  talk  on  the  subject. 

V.     ANNUAL  APPROPRIATION 

The  library  should  receive  an  annual  appropriation  of  suf- 
ficient amount  in  addition  to  salaries  to  provide  means  for  the 
necessary  correlation  with  all  other  departments.  This  appro- 
priation should  be  increast  annually  in  direct  ratio  to  the  increas- 
ing library  needs  of  each  department  and  should  include  specific 
amounts  for  the  maintenance  and  supervision  of  the  library. 

The  maintenance  of  the  library  should  not  depend  upon  inci- 
dental sources  of  money,  such  as  school  entertainments  and 
"socials."  Students  may  be  encouraged  to  raise  funds  for  the 
library  in  appropriate  ways,  but  these  funds  should  be  used  only 
for  such  accessories  as  make  the  library  more  restful,  more  re- 
freshing, and  more  attractive.  By  this  means  decorations,  special 
equipment,  finely  illustrated  editions,  and  plants  may  be  secured ; 
but  the  high  school  should  not  be  forst  to  depend  upon  such 
means  for  necessary  library  service. 

The  initial  expense  of  the  library  includes  (1)  the  salaries 
of  the  librarian  and  assistants,  which  should  be  on  the  same 
schedule  as  those  of  other  teachers;  and  (2)  the  cost  of  books 
and  equipment. 

Funds  for  maintenance  should  provide  for  increase  of  sal- 
aries, additional  books,  periodicals,  binding  and  other  repairs,  re- 
placement of  worn-out  books,  Library  of  Congress  catalog  cards, 
general  supplies,  and  funds  for  general  depreciation,  for  new 
equipment,  and  for  handling  materials  borrowed  from  public- 
library  agencies. 

Funds  should  be  provided  in  such  a  way  that  the  librarian 
may  take  advantage  of  sales  to  buy  books  as  they  are  needed  and 
offered,  instead  of  being  forst  to  buy  only  once  or  twice  a  year,  as 
is  customary  with  most  boards  of  education.  A  contingent  fund 
is  necessary. 

A  minimum  annual  appropriation  per  student  should  be  deter- 
mined upon  for  books,  pictures,  magazines,  and  newspapers. 

For  books  alone  a  minimum^  of  50  cents  each  term  a  student 

^Amounts  recommended  are  based  upon  prices  quoted  in  1917. 


25 

is  needed.  Not  less  than  $40  a  year  for  magazines  is  needed  even 
in  small  high  schools. 

Funds  should  be  apportioned  scientifically  by  the  librarian 
according  to  the  specific  needs  of  each  department  or  subject,  and 
according  to  the  recreational  and  cultural  needs  of  the  students. 
A  tentative  schedule  of  disbursements  should  be  prepared  before 
book  lists  are  made. 

Each  department  should  file  with  the  librarian  definite  state- 
ments of  needs,  as  they  are  felt  thruout  the  year,  and  the  librarian 
should  make  disbursements  according  to  these  needs. 

In  technical,  commercial,  or  academic  high  schools,  after  the 
necessary  quota  of  reference  books  has  been  accumulated  and 
other  necessary  books  acquired,  the  amount  spent  on  books  for 
teaching  purposes  should  not  exceed  the  amount  spent  on  books 
for  general  recreational  and  cultural  purposes.  It  should  be 
borne  in  mind  that  the  library  is  primarily  for  the  pupils. 

VI.     STATE  SUPERVISION  OF  SCHOOL  LIBRARIES 

A  trained  librarian  should  be  employed  by  the  state  depart- 
ment of  education,  or  by  the  state  department  of  education  in  co- 
operation with  the  state  library  commission,  to  act  as  supervisor 
of  all  public-school  libraries  in  the  state — normal,  high,  element- 
ary, and  rural.  Expert  supervision  will  mean  a  high  standard  of 
efficiency  in  even  the  small  high  schools  thruout  the  state. 

In  states  having  no  supervisors  of  libraries  high-school  in- 
spectors should  keep  records  upon  high-school  libraries  and  em- 
body in  their  reports  detailed  statements  of  library  conditions  in 
all  high  schools  visited.  A  six  weeks'  course  in  modern  library 
methods  would  be  of  advantage  to  inspectors. 


Standards  for  Schools  of  Specific  Type 

I.    JUNIOR  HIGH  SCHOOLS 

The  junior  high  school  library  should  be  organized  in  such  a 
manner  as  to  meet  the  needs  of  boys  and  girls  in  Grades  VII, 
VIII,  and  IX.  The  materials  in  the  library  must  be  suited  to  the 
expansion  and  development  of  the  students  and  to  their  natural 


26 

interests  and  powers  of  appreciation  and  understanding.  It  is  of 
especial  importance  that  the  books  selected  for  the  intermediate 
school  library  should  provide  not  only  for  the  needs  of  the  school 
in  reference  work  but  also  for  the  needs  of  the  children  along 
general  recreational  and  cultural  lines.  It  should  be  borne  in 
mind  that  the  development  of  good  taste  and  standards  in  litera- 
ture is  a  matter  of  progressive  experience  in  reading  books  chosen 
to  combine  the  elements  of  good  literature  with  the  elements  of 
interest  that  really  appeal  to  children  of  intermediate  school  age. 
Story  telling  and  book  games,  reading  of  poetry,  and  other  de- 
vices of  the  elementary  school  library  should  be  used  to  stimulate 
interest  in  the  books.  The  library  in  the  junior  high  school 
should  be  sharply  differentiated  from  the  library  in  the  senior 
high  school,  not  only  as  to  the  character  of  books  selected,  but 
also  as  to  the  kind  of  service  expected  from  the  librarian.  It 
should  contribute  to  more  varied  and  extensive  interests.  Unlike 
the  library  of  the  senior  high  school,  the  library  of  the  junior  high 
school  does  not  require  the  kind  of  material  and  the  character  of 
service  necessary  to  a  high  degree  of  intensive  study,  concentra- 
tion, and  application  in  definite  specialization. 

The  organization  of  the  library  in  the  junior  high  school 
should  conform  to  the  organization  of  the  junior  high  school  cur- 
riculum. Some  attention  should  be  given  to  the  details  of  super- 
vised study  when  the  students  come  to  the  library  to  do  supple- 
mentary study  or  collateral  reading. 

1.  Housing  and  equipment. — What  has  been  recommended  as 
to  attainable  standards  with  reference  to  location,  size  of  reading- 
room,  furniture,  and  equipment  applies  equally  well  to  the  junior 
high  school  library. 

2.  The  librarian. — The  librarian  should  be  a  student  of  chil- 
dren and  adolescent  psychology  and  should  have  sufficient  culture 
and  professional  training  to  select  books  discriminatingly  from 
the  standpoint  of  the  appropriateness  and  the  educational  value 
of  their  subject-matter.  The  librarian  should  be  prepared  to  give 
tactful  and  intelligent  supervision  to  the  reading  of  the  children. 

The  librarian  should  be  a  graduate  of  an  approved  library 
schooP  with  special  training  in  children's  work  and  should  be  a 
normal-school  graduate  with  college  or  university  training  in  ad- 

^For  list  of  approved  library  schools   see  p.   17. 


37 

dition,  or  a  college  or  university  graduate  with  special  courses  in 
education.  The  librarian  should  have  had  several  years'  exper- 
ience in  library  work  with  children,  or  in  reference  work,  or  in 
school-department  work  in  a  first-class  public  library. 

The  librarian  should  keep  reading  records  of  individual  stu- 
dents, to  be  sent  to  the  senior  high  schools  in  which  students  enrol. 

3.  Scientific  selection  and  care  of  books. — The  statement  of 
Attainable  Standards,  pages  11  to  25,  applies  here.  It  is  suggest- 
ed that  the  recommendations  be  adapted  to  specific  needs. 

4.  Instruction  in  the  use  of  books  and  libraries. — The  state- 
ment of  Attainable  Standards,  pages  11  to  35,  applies  here.  It 
is  suggested  that  recommendations  be  adapted  to  specific  needs. 

Reference  work  leading  toward  senior  high  school  work 
should  also  be  introduced.  Intermediate  school  students  are 
eager  to  do  reference  work  and  learn  quickly  to  find  material  and 
to  use  reference  books  and  the  card  catalog.  The  reference  books 
should  be  relatively  simple  in  character,  but  sound,  giving  reliable 
facts  and  information. 

Lessons  in  the  use  of  the  library  should  be  simple,  well  work- 
ed out,  confined  to  a  somewhat  limited  field  but  concrete  and  pro- 
gressive with  the  idea  of  making  the  use  of  books  natural  and 
easy,  and  looking  forward  to  the  future  needs  of  the  pupils, 
whether  these  needs  lie  in  the  senior  high  school  or  in  use  outside 
of  school. 

5.  Annual  appropriations. — The  statement  of  Attainable 
Standards,  pages  11  to  25,  applies  here.  It  is  suggested  that  rec- 
ommendations be  adapted  to  specific  needs. 

6.  State  supervision. — A  trained  librarian  should  be  employed 
by  the  stat  edepartment  of  education,  or  by  the  state  department 
of  education  in  cooperation  with  the  state  library  commission,  to 
act  as  supervisor  of  all  public-school  libraries  in  the  state — nor- 
mal, high,  elementary,  and  rural. 

II.       HIGH  SCHOOLS  WITH  ENROLMENT  BELOW  200 

1.  Housing  and  equipment. — The  library  should  have  a  sep- 
arate room  whenever  it  is  possible. 

If  a  separate  room  is  not  available,  a  classroom  should  be 
fitted  up  with  bookcases  and  a  reading  table,  and  the  library  at- 


38 

mosphere  should  be  created  even  if  recitations  have  to  be  held  in 
the  room. 

The  room  should  be  easily  accessible  from  the  study  hall  and 
should  be  open  to  students  only  when  the  librarian  or  her  assist- 
ant is  in  the  room. 

The  room  should  be  w^ell  lighted  and  should  have  an  expo- 
sure which  will  admit  plenty  of  sunlight  during  the  day.  The 
room  should  be  well  ventilated  and  heated.  It  should  be  large 
enough  to  accommodate  the  librarian's  desk,  catalog  case,  and 
tables  and  chairs  sufficient  to  accommodate  twenty-five  or  thirty 
readers,  in  addition  to  the  bookshelves. 

In  small  high  schools  with  an  enrolment  of  fewer  than  one 
hundred  students  it  is  very  common  to  have  a  main  room  in  which 
each  student  has  his  own  desk.  This  arrangement  brings  all  the 
students  under  the  direct  control  of  the  principal,  which  is  very 
important.  In  many  of  the  smaller  high  schools  there  are  fre- 
quent changes  in  the  teaching  staff,  and  the  assistant  teachers  are 
very  often  beginners  who  have  not  as  yet  developt  good  methods 
of  discipline.  This  plan  is  also  desirable  because  it  strengthens 
the  unity  of  the  school.  With  this  arrangement  the  students  do 
all  their  studying  at  their  own  desks.  Recitations  should  not  be 
held  in  the  main  room.  When  conditions  make  possible  the  use 
of  home  desks,  library  books  and  equipment  should  be  in  this 
main  room,  and  not  in  a  separate  room.  Reading  tables,  bulletin 
boards,  and  ample  bookshelves  should  be  provided  in  this  room. 

So  far  as  the  quality  of  equipment  is  concerned,  the  standard 
should  be  the  same  as  for  libraries  in  large  high  schools. 

a.  Tables  and  chairs :  The  size  of  tables  depends  upon  the 
size  of  the  room.  Tables  5  feet  long  and  3  feet  wide  make  con- 
venient study  tables. 

b.  Librarian's  desk  and  chair  :  These  may  be  secured  through 
a  local  dealer.  The  flat-top  desk  and  swivel  chair  would  cost 
about  $25.^  The  desk  should  have  drawers  on  either  side  of  the 
opening  in  front  and  a  vertical  file  below,  with  drawers  on  one 
side.  It  should  be  placed  near  the  exit,  so  that  borrowers  must 
pass  by  the  librarian's  desk.  There  should  be  free  access  to  the 
shelves.  A  regular  library  charging  outfit  should  also  be  pro- 
vided.    There  should  be  provided  also  a  standard  catalog  case 

^These  may  be  purchast  from  reliable  makers  of  library  furniture. 


39 

(3-inch  by  5-inch  cards),  the  number  of  drawers  depending  on 
the  number  of  books  in  the  collection.  In  estimating  drawer 
space  700  cards  should  be  counted  to  the  drawer.  Every  book 
requires,  on  the  average,  four  cards,  including  the  shelf-list  card. 
Five  years'  normal  growth  should  be  provided  for  in  advance. 
Sectional  cases  are  very  satisfactory.  A  section  of  drawers 
should  be  added  as  needed,  if  this  style  of  case  is  used. 

2.  The  librarian. — A  full-time  librarian  with  the  professional 
training  of  a  one-year  course  in  an  accredited  school  for  librar- 
ians is  the  ideal.  In  the  larger  schools  this  ideal  should  be  real- 
ized, but  in  the  smaller  it  may  be  necessary  to  provide  ''teacher- 
librarians."  This  term  "teacher-librarian"  means  a  high-school 
teacher  who  is  relieved  of  a  part  of  her  teaching  duties  and  placed 
in  charge  of  the  school  library.  To  qualify  for  this  work  she 
should  have  at  least  a  six  weeks'  course  of  training  in  a  summer 
library  school  approved  by  the  Committee  on  High  School  Li- 
braries in  the  National  Education  Association,  or  in  a  public- 
library  course  of  training  which  meets  with  the  approval  of  this 
committee. 

If  college  training  is  essential  for  the  high-school  teacher, 
then  college  and  technical  library  training  are  essential  qualifica- 
tions for  the  librarian.  For  those  schools  which  cannot  have  a 
full-time  librarian,  with  the  regular  one-year  course  in  library 
training  in  an  accredited  school  for  librarians,  college  graduation 
and  an  approved  short  course  in  library  science  are  preferable. 

When  the  library  is  under  the  supervision  of  a  teacher,  her 
daily  schedule  should  be  definitely  arranged,  in  order  that  she  may 
have  regular  hours  in  the  library.  She  should  then  train  one  or 
more  students  to  assist  her,  in  order  that  the  library  may  be  open 
all  day.  Students  should  not  be  admitted  to  the  library  when 
there  is  no  one  in  charge  of  it. 

3.  Scientific  selection  and  care  of  books. — Greater  care 
should  be  exercised  in  the  selection  of  books  for  a  small  library 
than  for  a  large  one.  It  is  difficult  to  select  the  few  books  out  of 
a  multitude  of  really  good  books.  Every  book  purchast  for  a 
high-school  library  should  be  a  useful  book  and  one  that  will  be 
in  constant  use.  Standard  approved  lists  of  books  for  high 
schools  such  as  those  publisht  by  the  United  States  Bureau  of 
Education  should  be  used  in  building  up  a  small  library. 


30 

An  accredited  high  school  with  an  enrolment  of  100  or  fewer 
students  should  have  a  library  of  not  fewer  than  1000  carefully 
selected  books,  and  schools  with  an  enrolment  of  200  should  have 
at  least  2000  volumes.  This  means  practically  ten  volumes  for 
every  student  in  the  high  school.  The  high-school  libraries  could 
cooperate  with  the  public  libraries  and  make  use  of  their  reference 
and  other  books  and  of  advice  and  service  which  the  librarians  of 
the  public  libraries  may  render.  This  will  increase  materially  the 
efficiency  of  the  school  library. 

The  high-school  libraries  should  subscribe  to  several  good 
magazines,  some  for  teachers,  others  for  students. 

4.  Instruction  in  the  use  of  books  and  libraries. — The  state- 
ment of  Attainable  Standards,  pages  11  to  25,  applies  here.  It  is 
suggested  that  the  recommendations  be  adapted  to  specific  needs. 

5.  Appropriations. — There  should  be  a  definite  annual  appro- 
priation, however  small  the  amount  may  be,  for  the  purchase  of 
books,  subscriptions  to  magazines,  and  equipment  and  supplies. 

The  statement  of  Attainable  Standards,  pages  11  to  25,  ap- 
plies here.  It  is  suggested  that  the  recommendations  be  adapted 
to  specific  needs. 

6.  State  supervision. — A  trained  librarian  should  be  em- 
ployed by  the  state  department  of  education,  or  by  the  state  de- 
partment of  education  in  cooperation  with  the  state  library  com- 
mission, to  act  as  supervisor  of  all  public-school  libraries  in  the 
state — normal,  high,  elementary,  and  rural. 

III.     FOUR- YEAR  HIGH  SCHOOLS  OR  SENIOR  HIGH 

SCHOOLS  WITH  ENROLMENT  BETWEEN 

200  AND  500 

1.  Housing  and  equipment. — Adequate  housing  and  equip- 
ment include  more  than  tables,  chairs,  books,  and  a  corner  in  the 
study  hall  or  in  a  classroom.  There  should  be  a  library  room 
large  enough  to  seat  at  one  time  the  largest-sized  class  in  the 
school.  As  a  rule  it  should  have  a  seating  capacity  of  at  least 
thirty  to  fifty.  Enough  wall  space  is  needed  to  provide  standard 
shelving  not  only  to  hold  the  present  number  of  books  but  to  al- 
low for  a  five  years'  normal  growth.  Sufficient  floor  space  should 
be  provided  to  accommodate  a  rack  for  periodicals,  a  vertical 
filing-case,  and  a  librarian's  desk,  in  addition  to  chairs  and  tables. 


31 

The  library  room  should  be  located  in  an  accessible  and  quiet  part 
of  the  building.  The  lighting,  ventilating,  and  heating  facilities 
of  the  room  should  be  designed  with  particular  care.  The  fur- 
niture and  shelving  should  be  of  good  quality  and  of  standard  size 
and  made  of  a  finish  to  harmonize  with  that  of  the  room. 

The  same  kind  of  equipment  is  needed  as  for  larger  high 
schools  but  on  a  smaller  scale.  Tables,  a  rack  for  periodicals, 
chairs,  wall  cases  for  books,  librarian's  desk,  a  typewriter,  catalog 
case,  and  bulletin  boards  are  the  most  important  necessities.  Ad- 
ditional furniture  and  equipment  should  be  supplied  as  needs  be- 
come imperative. 

The  library  should  be  a  separate  room  used  for  neither  study- 
room  nor  recitation  purposes. 

If  the  library  must  be  used  as  a  study  hall,  students  should 
not  only  be  carefully  guided  in  their  use  of  time  in  reading  but 
should  be  systematically  aided  in  the  improvement  of  their 
methods  of  study.  If  conditions  are  such  that  a  librarian  cannot 
be  secured  unless  the  study-hall  teacher  can  be  dispenst  with,  a 
competent  librarian  may  not  only  attend  to  the  library  work  but 
also  advise  students  in  their  studies.  Under  such  conditions  the 
library  and  study  hall  should  of  course  be  combined. 

In  case  that  it  is  impossible  to  provide  a  separate  room  for 
the  library,  or  combined  library  and  study  hall,  a  section  of  the 
assembly  hall  should  be  fitted  up  with  reference  books,  tables,  and 
chairs,  or  an  English  or  history  classroom  should  be  equipt  with 
shelving  for  books  and  with  at  least  one  table. 

2.  The  librarian. — A  full-time  librarian  with  training  and 
experience  should  be  in  charge  of  the  library.  The  training 
should  be  a  course  in  library  methods  approved  by  the  National 
Education  Association  Committee  on  High  School  Libraries,  such 
course  to  be  in  a  library  school,  college,  university,  state  library 
commission,  or  public  library^  in  which  an  adequate  training 
course  is  offered. 

For  the  standing  of  such  library  courses  apply  to  the  Chair- 
man of  the  Committee  on  High  School  Libraries  in  the  National 
Education  Association. 

^The  training  courses  given  in  public  libraries  often  are  limited  in 
scope  and  apply  essentially  to  local  methods,  which  make  them  inadequate 
for  general  professional  training. 


33 

In  the  small  city  where  the  size  of  the  high  school  alone  does 
not  warrant  the  salary  of  a  trained  librarian,  the  librarian  should 
be  employed  not  only  for  service  in  the  high  school,  but  also  to 
supervise  the  grade-school  libraries  in  charge  of  assistants. 

Student  assistants  for  clerical  help  should  be  employed  when 
needed. 

If  the  library  is  under  the  direction  of  a  teacher  a  definite 
daily  schedule  should  be  arranged,  apportioning  the  teacher's 
time  between  the  classroom  and  the  library,  and  other  arrange- 
ments should  be  made  for  the  library  to  be  open  all  day  for  read- 
ing and  reference.  Thoroly  satisfactory  library  service,  how- 
ever, cannot  be  given  by  a  teacher.  Every  standard  high  school 
should  have  a  trained  librarian. 

Students  should  not  be  admitted  to  the  library  except  when 
the  teacher  or  other  authorized  person  is  in  charge. 

The  supervision  of  the  library  should  not  be  intrusted  to  any- 
one who  has  not  at  least  a  six  weeks'  course  of  library  training 
approved  by  the  state  library  commission  at  the  state  capitol,  or 
the  National  Education  Association  Committee  on  High  School 
Libraries. 

3.  Scientific  selection  and  care  of  books. — The  proper  selec- 
tion and  care  of  books  are  as  vital  considerations  for  libraries  in 
small  high  schools  as  for  libraries  in  large  high  schools. 

For  a  working  library,  from  2000  to  3000  carefully  selected 
volumes  are  necessary.  If  the  number  of  books  is  small,  a  large 
number  of  magazines,  in  proportion,  might  be  taken. 

The  high  school  should  cooperate  systematically  with  the 
local  public  library,  if  there  is  one,  with  the  state  library  commis- 
sion, the  state  university  extension  department,  and  with  other 
public-library  agencies. 

If  conditions  are  at  all  favorable  regular  service  should  be 
secured  from  the  county  library. 

By  proper  cooperation  with  public-library  agencies  in  secur- 
ing the  loan  of  many  necessary  books,  a  generous  portion  of  the 
book  fund  may  be  made  available  for  subscription  to  a  few  well- 
selected  magazines,  the  binding  of  these  magazines  for  future 
reference  use,  and  the  supplying  of  a  file  of  pamphlets,  clippings, 
pictures,  post  cards,  and  lantern  slides  for  illustrative  use  in  class 


33 

work.     Each  school  library  should  have  its  own  permanent  collec- 
tion of  important  reference  books. 

The  smaller  the  library  the  more  minute  the  cataloging  should 
be. 

4.  Library  instruction. — The  same  courses  should  be  given 
as  specified  in  Attainable  Standards,  pages  11  to  25. 

5.  Annual  appropriation. — Definite  funds  for  books,  maga- 
zines, and  papers  are  necessary,  however  small  the  funds  may  be. 

Though  smaller,  the  funds  should  be  handled  as  for  larger 
high-school  libraries. 

6.  State  supervision  of  school  libraries. — Where  there  is  no 
trained  supervisor  of  school  libraries,  a  six  weeks'  course  in 
modern  library  methods  would  be  of  advantage  to  state  high- 
school  inspectors  visiting  small  high  schools. 

IV.     FOUR-YEAR  HIGH  SCHOOLS  AND  SENIOR  HIGH 

SCHOOLS  WITH  ENROLMENT  BETWEEN 

560  AND  1000 

1.  Housing  and  equipment. — The  statement  of  Attainable 
Standards,  pages  11  to  25,  applies  here.  It  is  suggested  that  the 
recommendations  be  adapted  to  specific  needs. 

2.  The  librarian. — The  statement  of  Attainable  Standards, 
pages  4  to  15,  applies  here.  It  is  suggested  that  the  recommenda- 
tions be  adapted  to  specific  needs. 

In  schools  of  from  500  to  1000  enrolment  and  even  in  some 
larger  schools  conditions  may  make  these  qualifications  imprac- 
ticable. For  such  schools  the  following  recommendations  are 
submitted : 

a.  High  schools  with  enrolment  of  800  and  over :  The  li- 
brarian should  be  a  graduate  of  an  approved  library  school,  or 
should  at  least  hold  a  certificate  for  a  full  one-year  course  in 
library  economy  successfully  completed  in  an  approved  library 
school,  and  should  have  at  least  two  years  of  successful  experi- 
ence in  library  work  with  young  people  in  a  library  of  standing, 
or  in  lieu  of  one  of  these  years  one  year  of  successful  teaching 
experience  in  a  high  school.  If  the  librarian  is  not  a  college 
graduate,  four  years  of  experience  in  library  work  or  in  teaching 
in  a  high  school  should  be  required  in  addition  to  the  year  of 
training  in  an  approved  library  school. 


34 

b.  High  schools  with  enrolment  between  500  and  700 :  A 
full-time  librarian  with  training  and  experience  should  be  in 
charge  of  the  library.  If  possible,  the  standard  should  be  the 
same  as  recommended  above  for  schools  of  800  and  over.  Where 
this  is  impossible  the  following  standards  are  suggested : 

(1)  A  full-time  librarian  with  college  graduation  and  at  least 
a  six  weeks'  course  in  library  methods  approved  by  the  National 
Education  Association  Committee  on  High  School  Libraries,  to- 
gether with  one  year  of  'successful  library  experience.  Teaching 
experience  is  a  valuable  asset.  The  six  weeks'  course  is  of  ne- 
cessity superficial,  but  under  some  circumstances  may  be  accept- 
able until  higher  requirements  can  be  met. 

(2)  A  full-time  librariarrwho  is  a  high-school  graduate  and 
has  had  a  course  of  training  in  library  methods,  given  by  a  public 
library,  library  commission,  college,  or  other  institution  approved 
by  the  National  Education  Association  Committee  on  High  School 
Libraries,  and  in  addition  two  years  of  experience  in  a  library  of 
standing. 

3.  Scientific  selection  and  care  of  books. — The  statement  of 
Attainable  Standards,  pages  11  to  25,  applies  here.  It  is  suggested 
that  the  recommendations  be  adapted  to  specific  needs. 

Collections  of  3000  to  8000  volumes  are  needed  for  high 
schools  of  500  to  1000  enrolment. 

4.,  Instruction  in  the  use  of  books  and  libraries. — The  state- 
ment of  Attainable  Standards,  pages  11  to  25,  applies  here.  It  is 
suggested  that  the  recommendations  be  adapted  to  specific  needs. 

5.  Appropriation. — The  statement  of  Attainable  Standards, 
pages  11  to  25,  applies  here.  It  is  suggested  that  the  recommen- 
dations be  adapted  to  specific  needs. 

High  schools  of  500  to  1000  students  should  have  a  minimum 
appropriation  of  from  $200  to  $300  per  year  for  books  and  maga- 
zines ;  $400  to  $500  should  be  appropriated.^ 

6.  State  supervision  of  school  libraries. — A  trained  librarian 
should  be  employed  by  the  state  department  of  education,  or  by 
the  state  department  of  education  in  cooperation  with  the  state 
library  commission,  to  act  as  supervisor  of  all  public-school  li- 
braries in  the  state — normal,  high,  elementary,  and  rural. 

'Amounts   recommended  are  based  upon   prices  quoted   in    1917. 


35 

V.     FOUR- YEAR  HIGH  SCHOOLS  AND  SENIOR  HIGH 

SCHOOLS  WITH  ENROLMENT  BETWEEN 

1000  AND  3000 

1.  Housing  and  equipment. — The  statement  of  Attainable 
Standards,  pages  11  to  25,  applies  here.  It  is  suggested  that  the 
recommendations  be  adapted  to  specific  needs. 

Shelving  must  be  provided  for  a  maximum  collection  of  from 
10,000  to  20,000  volumes  for  high  schools  of  from  1000  to  3000 
enrolment. 

2.  The  librarian. — The  statement  of  Attainable  Standards, 
pages  11  to  25,  applies  here. 

The  standard  requirement  for  the  future  librarian  in  high 
schools  with  an  enrolment  of  1000  to  3000  should  be  a  college  or 
university  degree  with  major  studies  in  literature,  history,  sociol- 
ogy, education,  or  other  subjects  appropriate  to  any  special  de- 
mands of  the  high  school  upon  the  library,  together  with  one  or 
two  years  of  postgraduate  library  training  in  an  approved  library 
school  and  one  year's  successful  library  experience  in  work  with 
young  people  in  a  library  of  standing. 

In  high  schools  of  1000  pupils  a  full-time  trained  assistant 
librarian  should  be  appointed.  This  assistant  should  at  least  have 
completed  satisfactorily  a  full  one-year  course  in  an  approved 
library  school. 

In  large  high  schools  of  2000  to  3000  enrolment,  a  second 
assistant  in  the  library  should  be  appointed  in  addition  to  the  as- 
sistant recommended  for  a  school  of  1000  pupils.  This  assistant 
should  have  the  same  professional  training  as  the  first  assi.stant. 
and  a  library  clerk  or  page  or  student  pages  should  be  employed 
to  assist  in  general  manual  and  routine  work,  as  keeping  records 
of  circulation,  listing  books  for  purchase,  listing  books  at  bindery, 
preparing  notices  on  overdue  books  and  lost  books,  lettering  dis- 
play posters,  keeping  books  in  order  on  shelves,  alphabetizing  and 
filing  cards,  numbering  books  and  pasting  labels,  and  replacing 
books  on  shelves.  The  work  of  the  assistant  should  be  deter- 
mined by  the  librarian. 

3.  Scientific  selection  and  care  of  hooks. — The  statement  of 
Attainable  Standards,  pages  11  to  25,  applies  here.  It  is  suggested 
that  the  recommendations  be  adapted  to  specific  needs. 


36 

For  high  schools  not  exceeding  an  enrolment  of  1000  stu- 
dents, from  5000  to  8000  volumes,  not  including  duplicates,  care- 
fully selected,  make  a  good  working  library. 

4.  Instruction  in  the  use  of  books  and  libraries — The  state- 
ment of  Attainable  Standards,  pages  11  to  25,  applies  here.  It  is 
suggested  that  the  recommendations  be  adapted  to  specific  needs. 

5.  Adequate  appropriation. — The  statement  of  Attainable 
Standards,  pages  11  to  35,  applies  here.  It  is  suggested  that  the 
recommendations  be  adapted  to  specific  needs. 

High  schools  of  1000  to  3000  students  need  as  a  minimum 
appropriation  from  $300  to  $500  per  year;  from  $500  to  $1200 
should  be  appropriated.^  For  binding  and  rebinding,  high  schools 
of  800  to  1000  students  need  a  minimum  of  $40  a  year;  high 
.schools  of  1200  to  3000  need  $75  a  year.^ 

6.  Supervision  of  school  libraries. — A  trained  librarian 
should  be  employed  by  the  state  department  of  education,  or  by 
the  state  department  of  education  in  cooperation  with  the  state 
library  commission,  to  act  as  supervisor  of  all  public-school  li- 
braries in  the  state — normal,  high,  elementary,  and  rural. 

Cooperation  With  Other  Library 
Agencies 

INTER-LIBRARY  SERVICE 

Editor's  Note. — The  following  outline,  which  may  prove  suggestive 
if  adapted  to  local  conditions  and  needs,  was  formulated  by  a  committee 
on  school  and  public  library  co-operation  appointed  jointly  by  the  Board 
of  Education  and  the  Public  Library,  Detroit,  Michigan,  1920. 

I.     BOOK  SERVICE 

A.       METHODS  OF  SERVICE 

Book  service  by  the  Public  Library  to  high  schools  can  be 
rendered  in  three  different  ways : 

1.  For  reference  use  by  class. — By  reserving  at  the  most  ac- 
cessible lending  agency  of  the  Public  Library  material  on  specified 

^Amounts  recommended  are  based  upon  prices  quoted  in  1917. 

sWhen  the  library  is  new  it  is  evident  that  comparatively  little  rebind- 
ing will  be  necessary.  The  need  for  rebinding  and  repairing  increases 
with  the  age  of  the  library  and  with  the  increased  use  of  the  library  ma- 
terials. 


37 

topics  for  reference  use  by  a  class.  This  method  of  service  has 
the  advantage  of  making  books  available  for  study  use  during  a 
longer  period  of  hours  than  is  possible  when  books  are  reserved 
in  the  classroom. 

2.  For  classroom  use. — The  lending  of  collections  of  books 
for  use  in  the  classroom  under  the  supervision  of  a  teacher.  The 
details  of  this  type  of  service  are  stated  in  the  section  on  "Lending 
of  Books  and  Other  Material  for  Class  Use." 

3.  For  collateral  reading  by  individuals. — The  lending  of 
books  by  the  Public  Library  to  students  individually  for  collateral 
reading. 

4.  Preliminary  understanding  of  method. — In  each  instance 
w^here  book  service  is  desired  from  the  Public  Library  there 
should  be  a  preliminary  understanding  as  to  which  of  the  three 
ways  will  serve  the  class  most  advantageously  and  can  be  arrang- 
ed most  satisfactorily  by  the  Public  Library. 

B.       LENDING  OF  BOOKS  AND  OTHER  MATERIAL  FOR  CLASS  USE 

1.  Uniform  system. — An  efficient  system  uniformly  adhered 
to  by  the  high  schools  and  by  all  the  units  of  the  Public  Library 
can  best  promote  a  mutually  satisfactory  service  in  the  lending  of 
books  and  other  material  by  the  Public  Library  to  the  high  schools. 

2.  Important  considerations. — The  special  kind  of  service  in- 
volved in  this  exchange  of  material  makes  it  important  that  the 
methods  employed  should  take  into  consideration  the  resources  of 
the  library  as  a  whole  and  the  demands  of  the  entire  reading  pub- 
lic. Also,  the  lending  system  adopted  and  the  reasons  underlying 
its  stipulations  should  be  thoroughly  and  equally  understood  by 
the  borrowers  and  by  those  in  the  lending  agencies. 

3.  Regulations. — The  lending  of  material  to  teachers  has  two 
phases,  the  use  of  books  for  school  classes  and  the  teachers'  in- 
dividual professional  reading.  After  trying  numerous  methods 
with  varying  degrees  of  satisfaction  to  both  sides  it  has  been  con- 
cluded that  in  lending  material  from  any  agency  of  the  Public 
Library  all  interests  can  most  fairly  be  served  if  the  following 
regulations  are  observed  in  meeting  requests. 

a.     Material  Which  May  be  Borrowed 
1.  Collateral  material. — The  Public  Library  should  exert  it- 


38 

self  to  meet  any  reasonable  request  for  collateral  material  for  use 
by  high  schools.  There  can  be  no  guarantee  to  supply  every  re- 
quest as  the  supply  of  material  and  the  general  popularity  of  the 
books  desired  must  govern  the  library  liberality  in  lending  to  high 
schools. 

2.  Duplicate  titles,  limited. — It  is  not  within  the  scope  of 
public  library  service  to  duplicate  extensively  certain  titles  for 
concentrated  use  in  one  school  unit  during  an  extended  period  of 
time.  Provision  for  such  duplication  should  be  made  by  the 
Board  of  Education. 

3.  Types  of  material. — Generally  speaking  the  following 
types  of  material  may  be  borrowed  by  high  schools : 

a.  Miscellaneous  collections  of  books. — Miscellaneous  col- 
lections of  books  from  the  circulating  units  of  the  library  which 
are  not  subject  to  restriction  for  any  reason. 

b.  Current  books. — Current  books  may,  in  certain  instances, 
be  borrowed  by  special  arrangement  and  if  notification  is  made 
sufficiently  in  advance. 

c.  Visual  material. — The  reference  department  of  the  library 
can  make  short  period  loans  of  maps,  mounted  pictures  and  other 
material  for  class  use. 

d.  Material  on  the  social  sciences. — The  civics  division  lends 
for  a  limited  period  loans  of  maps,  mounted  pictures  and  other 
material  for  class  use. 

e.  Material  for  temporary  use,  rarely  purchased. — It  is  not 
possible  nor  economically  advisable  for  branch  libraries  with  their 
limited  collections  and  book  funds  to  buy  books  specially  to  meet 
a  demand  by  high  schools  temporary  use  of  material  which  is  not 
vital  to  the  branch  library  book  collection  at  other  periods  of  the 
year.  Such  requests  for  miscellaneous  collections  of  books  for 
class  use  can  best  be  met  by  means  of  the  interloan  system  of  the 
Public  Library. 

b.     Interloan  System 

1.  Liberal  service. — This  system,  already  in  operation  in  the 
library  as  a  means  of  giving  the  most  liberal  possible  service  to  its 
reading  public,  makes  the  resources  of  the  whole  institution  avail- 
able to  any  individual,  no  matter  at  which  agency  the  request  is 
made. 


39 

3.  Applies  to  high  schools  and  intermediate  schools. — The 
routine  for  handling  this  service  is  so  elastic  that  it  can  be  ex- 
panded to  include  a  similar  provision  for  high  schools. 

3.  Material  on  designated  topic. — Requests  for  collections  of 
designated  books  or  for  material  on  a  designated  topic  for  school 
use  should  be  met  by  the  Public  Library  through  the  interloan 
system. 

c.     Application  for  Material 

1.  Through  the  high  school  librarian. — All  requests  for  loan 
of  material  for  high  school  use  should  be  transmitted  to  the  Pub- 
lic Library  through  the  high  school  librarian.  Printed  forms  will 
be  provided  by  the  Public  Library. 

Since  the  high  school  library  is  the  clearing  house  for  all  re- 
quests, the  responsibility  for  the  delivery  of  books  to  the  teachers 
and  the  return  of  the  books  to  the  Public  Library  at  the  expira- 
tion of  the  given  time  would  rest  with  the  high  school  librarian. 
Such  an  arrangement  concentrates  library  service  in  the  high 
school  library  and  avoids  wasteful  duplication  and  confusion  of 
effort. 

3.  Place  of  application. — The  high  school  librarian  may  make 
application  for  requested  material  at  the  most  convenient  library 
agency,  either  the  Main  Library,  a  branch  or  a  station. 

d.     Notification  to  the  Library 

It  is  necessary  to  allow  several  days  for  the  reserving  and  the 
gathering  together  of  books  from  different  agencies,  therefore, 
ample  advance  notification  should  be  made  by  teachers  to  the  high 
school  librarian  and  by  the  high  school  librarian  to  the  Public 
Library  when  material  is  needed  for  class  use,  in  order  to  ensure 
its  delivery  at  the  time  it  is  desired  for  use. 

e.     Time  Limit 

Books  from  the  general  circulating  departments  of  the  li- 
brary can  be  lent  in  this  way  for  the  customary  period  of  four 
weeks.  Any  desired  extension  of  time  should  be  applied  for  at 
the  expiration  of  the  four-week  period.  The  granting  of  such 
extension  of  time  must  be  given  by  the  lending  agency  and  must 


40 

depend  upon  the  demand  for  and  use  of  the  books  by  the  whole 
reading  pubHc. 

C.       LENDING   FOR  TEACHERS'   INDIVIDUAL  USE    (tHE   EDUCATIONAL 

privilege) 

1.  Mutual  rights. — The  educational  privilege,  an  arrange- 
ment by  which  the  Public  Library  grants  a  special  service  to 
teachers,  depends  for  the  success  of  its  operation  upon  a  consid- 
eration for  the  rights  of  other  prospective  borrowers  as  well  as 
the  needs  of  the  individual  using  the  book. 

2.  Regulations. — The  intent  and  regulations  governing  the 
educational  privilege  are  as  follows  : 

a.  Professional  reading  only. — The  privilege  applies  only  to 
professional  reading  of  the  individual  and  cannot  be  extended  to 
include  recreational  or  general  cultural  reading,  nor  books  for  use 
in  the  class  room. 

b.  No  lending  of  material  if  limited. — The  privilege  does  not 
apply  to  books  in  classes  where  the  supply  of  material  is  limited. 

c.  Educational  privilege  at  application. — Teachers  must  make 
application  for  the  educational  privilege  at  the  time  the  book  is 
drawn  and  not  when  it  becomes  overdue. 

d.  Stamped  "Educ." — Books  lent  in  this  way  will  be  stamped 
"Educ."  on  the  date  slip  at  each  issue. 

e.  Time  not  limited. — The  time  on  books  lent  on  educational 
privilege  is  not  limited. 

f .  Books  recalled  when  necessary. — The  Library  reserves  the 
right  to  recall  books  lent  on  the  educational  privilege  at  any  time 
this  becomes  necessary  and  teachers  are  expected  to  respond  to 
notification  for  the  return  of  the  book. 

g.  Privilege  applies  only  on  hooks  marked  "Educ." — Books 
not  stamped  "Educ."  at  the  time  of  issue  do  not  carry  the  privilege 
even  though  they  are  used  for  school  work. 

II.     THE  STACK  PERMIT 

1.  Special  privilege. — The  stack  permit  is  given  only  to  per- 
sons specially  authorized  to  examine  books  which  are  on  closed 
shelves. 

2.  Limited  privileges. — It  has  not  been  found  advisable  to  al- 
low many  persons  to  visit  closed  shelves,  and  because  of  difficulty 


41 

in  supervision  these  shelves  it  is  necessary  that  the  assistant  in 
charge  of  the  department  knows  each  time  who  has  access  to  the 
stacks. 

3.  "Permit"  issued. — As  a  protection  for  both  the  borrower 
and  the  library  it  is  required  that  all  persons  visiting  the  stacks  be 
provided  with  a  permit  issued  by  the  assistant  in  charge  of  the 
department  at  the  time  of  the  request. 

4.  Conditions. — The  permit  is  issued  for  one  day  only  and 
for  obvious  reasons  is  not  transferable. 

Acknowledgments 

For  many  of  the  definite  recommendations  of  this  report  the 
Committee  is  indebted  to  the  report  of  the  Committee  on  Library 
Equipment  in  the  report  of  the  Joint  Committee  of  the  National 
Education  Association  and  National  Council  of  Teachers  of  Eng- 
lish on  the  Reorganization  of  English  in  Secondary  Schools, 
publisht  by  the  Bureau  of  Education,  Washington,  D.  C. 

Reports  also  of  the  Committees  of  the  National  Education 
Association,  of  the  National  Society  for  the  Study  of  Education, 
and  of  the  American  Library  Association  have  been  freely  con- 
sulted. 

For  many  definite  recommendations  as  to  planning  and  equip- 
ping the  library  room  we  are  indebted  to  the  pamphlet  School  Li- 
braries published  by  the  Library  Bureau,  New  York. 

Helpful  criticisms^  have  been  received  from  the  librarians  in 
the  Orange  Union  High  School  (350  students).  Orange,  Cal. ; 
the  high  school  (small  high  school).  White  Plains,  N.  Y. ;  the 
Wausau  High  School  (700  students),  Wausau,  Wis.;  Olean  High 
School  (small  high  school),  Olean,  N.  Y. ;  from  librarians  in  the 
public  libraries  of  Detroit,  Mich.;  Cleveland,  Ohio;  Portland, 
Ore.;  and  from  other  persons  in  the  library  and  teaching  pro- 
fessions. 

^Teachers  or  librarians,  or  others  who  feel  interested  to  make  con- 
structive criticisms,  are  requested  to  write  Mr.  C.  C.  Certain,  head  of  the 
department  of  English,  Cass  Technical  High  School,  Detroit,  Michigan. 


References 

I.      GENERAL  REFERENCES 

A  Study  of  Colleges  and  High  Schools  in  the  North  Central  As- 
sociation. Bulletin^  1915,  No.  6,  United  States  Bureau  of 
Education,  Washington,  D.  C. 

Statistical  summary  of  the  library  facilities  available  to  high  schools 
in  the  territory  of  the  Association. 

Cleveland  Foundation  Survey.  Report  on  High  School  Libraries. 
(In  Leonard  P.  Ayres,  The  Public  Library  and  the  Public 
School  [Survey  Committee,  Cleveland,  1916],  pp.  59-64, 
78-80,  86-88,  93.) 

Bardwell,  Darwin  L.-  "Phases  of  Work  in  the  Modern  High 
School,"  Educational  Review,  April,  1915. 
Emphasizes  the  importance  of  the  high-school  library. 

^  Barette,  Emma  E.     "The  Use  of  the  Library  as  an  Aid  in  School 
Work,"  School  and  Society,  March  16,  1918. 

Booth,  M.  J.  Lists  of  Material  Which  May  Be  Obtained  Free 
or  at  Small  Cost.  Chicago,  111. :  American  Library  Associa- 
tion Publishing  Board,  1915.  35  cents.  (A  later,  revised  edi- 
tion was  published  by  Eastern  Illinois  State  Normal  School, 
Charleston,  111.     Free.) 

Breck,  Emma.  "The  Efficient  High-School  Library,"  English 
Journal  (January,  1916),  pp.  10-19. 

Certain,  C.  C.  "High-School  Libraries,"  Educational  Review, 
June,  1917. 

Churchill,  J.  A.  "Relation  of  High  School  Library  to  Modern 
Educational  Aims,"  A^.  E.  A.  Addresses  and  Proceedings, 
1918. 

Davis,  Jesse  B.  "High  School  Library  of  the  Next  Decade," 
Library  Journal,  September,  1919. 

Fletcher,  Mabel.  "The  Struggling  High-School  Library,"  Eng- 
lish Journal,  IV  (1915),  357-61. 


43 

Hall,  M.  E.  "A  Day  in  a  Modern  High  School  Library,"  Public 
Libraries,  XXHI  (1918),  51-59. 

Hall,  M.  E.  "Development  of  the  Modern  High  School  Li- 
brary," Library  Journal,  XL  (1915),  637-32.  History 
Teachers'  Magazine,  VH   (1916),  46-49.  ^ 

Defines  what  is  meant  by  a  "modern"  high-school  library. 

Hall,  M.  E.  "High  School  Library  Exhibit  at  University  of  Ill- 
inois," Library  Journal,  March,  1919« 

Hargreaves,  R.  T.  "The  Possibilities  of  the  High-School  Li- 
brary," Proceedings  of  the  National  Education  Association 
(1915),  pp.  730-34.  See  also  the  National  Education  Asso- 
tion  Bulletin,  February,  1917,  papers  by  Charles  Hughes 
Johnston,  Jesse  B.  Davis,  and  others. 

Hosic,  James  Fleming  (Editor).  Report  of  Committee  on  High- 
School  Library  Equipment  for  the  Teaching  of  English.  See 
the  report  of  the  Joint  Committee  on  the  Reorganizations  of 
the  Course  of  Study  in  Secondary-School  English.  National 
Council  of  Teachers  of  English  and  the  National  Education 
Association.  Published  by  the  United  States  Bureau  of 
Education,  Washington,  D.  C.     Bulletin  No.  2,  1917. 

Johnston,  W.  D.  "Relation  of  the  Library  to  the  Teaching  of 
English,"  English  Journal,  IV  (1915),  21-27. 

Keyes,  Rowena  Keith.  "How  We  Use  Our  School  Library," 
English  Journal,  III  (1914),  86-93.      ^ 

Library  Aids  for  Teachers  and  School  Librarians.     Compiled  by 
Esther  M.  Davis  and  Agnes  Cowing.     H.  W.    Wilson   Co., 
1916.     958  University  Ave.,  New  York,  N.  Y.     Out  of  print. 
New  edition  in  preparation,  1920,  edited  by  W.  H.  Kerr. 
Contains  a  classified  bibliography. 

Powell,  Mrs.  S.  H.     "The  Children's  Library,"  chap.  iv.     H.  W. 
Wilson  Co.     New  York  City. 
Excellent  chapter  on  high-school  library. 

Public,  Society,  and  School  Libraries.  Bulletin,  1915,  No.  215, 
United  States  Bureau  of  Education,  Washington,  D.  C. 

Public  Libraries.  Special  School  Library  Number,  Chicago,  111. 
Vol.  XXIII,  February,  1918. 


44 

Twiss,  G.  R.  "Relation  of  the  Science  Department  to  High 
School  Libraries,"  Public  Libraries,  January,  1920. 

Ward,  G.  O.  The  High-School  Library.  American  Library  As- 
sociation Publishing  Board,  1916.  78  E.  Washington  St., 
Chicago,  111.     10  cents. 

Wilson  Bulletin,  High-School  Libraries    Number,    June,    1916. 

958  University  Ave.,  New  York,  N.  Y. :  H.  W.  Wilson  Co. 

Contains  (1)  excerpte  of  interesting  articles,  (2)  bibliographies,  (3) 
"List  of  Books  for  the  Browsing  Comer  of  the  High  School  Library," 
(4)  "A  List  of  Inexpensive  Helps  for  the  High  School  Librarian."     Free. 

Wilson  Bulletin.     June  Numbers,  1916-20. 

Wilson,  Martha.  School  Library  Management.  H.  W.  Wilson 
Co.,  New  York.     60  cents. 

A  manual  designed  to  offer  practical  suggestions  on  the  equipment, 
organization,  and  administration  of  the  school  library. 

Winton,  Grace  E.  "The  High  School  Library  as  a  Special  Li- 
brary," Special  Libraries,  1919. 

Young,  Ira  M.,  "A  New  England  High-School  Library,"  English 
Journal,  IV  (1915),  571-76. 

II.       HOUSING   AND   EQUIPMENT^ 

*Marvin,  Cornelia.  Small  Library  Buildings.  Chicago,  111. : 
American  Library  Association  Publishing  Board. 

Nunn,  Janet  H.  "Planning  and  Equipping  a  High-School  Li- 
brary," Ptiblic  Libraries,  XX  (November,  1915),  406-9. 

^School  Libraries.     Library  Bureau,  316  Broadway,  New  York. 

Free. 

Contains    photographs    and    plans    of    well-equipped    high-school    li- 
braries and  valuable  data  as  to  specifications. 

Stearns,  L.  E.     Essentials  in    Library    Administration.     78    E. 

Washington  St.,  Chicago,  111. :  American  Library  Association 

Publishing  Board.     Out  of  print. 

*Wilson,  Martha.  School  Library  Management.  The  H.  W. 
Wilson  Co.,  New  York  City.     60  cents. 

For  description  of  equipment  of  modern  high-school  libraries 
see: 

^Asterisk  denotes  pamphlets  of  special  value. 


45 

*Hall,  M.  E.  "The  Girls'  High-School  Library,  Brooklyn,  N. 
Y.,"  Public  Libraries,  Chicago,  XXIII  (February,  1918), 
53-55.     (In  her  Day  in  a  Modern  High-School  Library.) 

^Howard,  Clara.  "The  Schenley  High  School,  Pittsburgh." 
Public  Libraries,  Chicago,  XXIII  (February,  1918),  67-69. 

Catalogs  f rora  the  following  firms  will  be  suggestive :  Library 
Bureau,  Chicago  and  New  York  City;  Gaylord  Brothers, 
Syracuse,  N.  Y. ;  Democrat  Printing  Co.,  Madison,  Wis. 

'  III.      BOOKS 

Annotated  List  of  Books  for  Secondary-School  Libraries.  Al- 
bany, N.  Y. :  University  of  the  State  of  New  York. 

The  Booklist.     Issued  monthly  except  August  and  September. 
A.  L.  A.  Publishing  Board,  78  E.  Washington  St.,  Chicago, 
111.     $3.00  per  year. 
Annotations  and  suggestive  notes  on  new  books. 

Fay,  Lucy,  and  Eaton,  Anne.  "The  High  School  Library." 
(Pp.  149-82  in  their  Use  of  Books  and  Libraries.)  Boston: 
F.  W.  Faxon  Co. 

Hollister,  H.  A.  (Editor).  Standards  for  High-School  Library 
Content.  Bulletin  on  High-School  Libraries,  University  of 
Illinois,  Vol.  XIV,  No.  33,  April  16,  1917. 

Logasa,  Hannah.  "Duplication  of  Books  in  the  High  School 
Library."     Public  Libraries,  January,  1920. 

Oregon  hih  .  ry  Commission.  Books  for  High  School  Libraries. 
Salem,  Ore. 

Proceedings  of  High-School  Conference.  Bulletin  No.  15,  Uni- 
versity of  Illinois. 

Reports  of  the  Joint  Committee  on  the  Reorganization  of  High- 
School  English.  Published  by  the  United  States  Bureau  of 
Education,  Washington,  D.  C.  See  chapter  on  -  library 
equipment. 

Reports  of  the  National  Council  of  Teachers  of  English :(a)  Re- 
port of  Committee  on  Plays,  25  cents;  (b)  Report  of  Com- 
mittee on  Home  Reading,  10    cents;    (c)    Magazine   Lists. 


46 

Published  by  the  National  Council  of  Teachers  of  English, 
506  W.  69th  St.,  Chicago,  111. 

^  University  High  School  (Chicago).  List  of  Books  Suited  to 
High-School  Libraries.  United  States  Bureau  of  Education, 
Washington,  D.  C. 

Wilson,  Martha.  Books  for  High-School  Libraries,  rev.  ed. 
United  States  Bureau  of  Education,  Washington,  D.  C.  15 
cents. 

IV.      PROFESSIONALLY    TRAINED    LIBRARLvNS 

American  Library  Association.  "Statement  as  to  Qualifications 
for  School  Librarians  Adopted  by  the  American  Library  As- 
sociation through  Its  Official  Council,  May  28,  1914,"  Library 
Journal,  XXXIX  (September,  1914),  692. 

\y  Bardwell,  D.  L.  The  Duties  of  the  High  School  Librarian  De- 
fined. (Pp.  47-48  in  his  Reports  on  High  Schools,  1914.) 
Department  of  Education,  New  York  City. 

Separate  pamphlet  to  accompany  the  sixteenth  annual  report  of  the 
city  superintendent  of  schools. 

Bogle,  S.  C.  N.  "Training  for  High  School  Librarianship." 
A.  L.  A.  Papers  and  Proceedings,  1919. 

^  Brainerd,  Jessie.  "Evolution  of  a  High  School  Librarian." 
Public  Libraries,  April,  1919. 

Breck,  Emma  J.  The  type  of  librarian  needed.  (In  her  "Ef- 
ficient High  School  Library,"  English  Journal,  V  [January, 
1916],  16-18.) 

Fargo,  Lucile  E.  Appoint  the  trained  librarian  before  planning 
the  room  or  buying  books.  (In  her  "Place  of  the  Library 
in  High  School  Education,"  Education,  XXXIII  [April, 
1913],  474.) 

Hargreaves,  R.  T.  The  importance  of  the  work  of  the  high- 
school  librarian  and  her  qualifications.  (In  his  "Possibilities 
of  the  High-School  Library.")  National  Education  Asso- 
ciation Proceedings,  1915,  pp.  730-34. 

Johnston,  W.  D.  The  school  librarian,  training  and  status. 
(Minnesota:  Department  of  Public  Instruction,  1915.) 
Public  Libraries,  XX  (April,  1915),  151-54. 


47 

Minnesota  State  High  School  Board.  Quahfications  and  Hbrary 
training  for  teacher-Hbrarians  in  high  schools.  Library 
Journal,  XL  (September,  1915),  649. 

National  Council  of  Teachers  of  English.  Resolutions  concern- 
ing library  service  in  the  schools  and  qualifications  of  school 
librarians.     Library  Journal,  XXXIX   (1914),  693. 

With  slight  modifications  these  were  adopted  by  the  American  Li- 
brary Association. 

National  Education  Association.  Library  department.  Report 
of  the  committee  on  high-school  libraries  on  standards  of 
qualifications  recently  adopted  for  high-school  librarians  in 
different  cities.  National  Education  Association  Proceed- 
ings (1915),  1064-73. 

National  Education  Association.  Library  department.  Training 
and  duties  of  the  high-schol  librarian.  National  Education 
Association  Proceedings  (1912),  1275-76.  In  report  of  the 
committee  on  high-school  libraries. 


L^ 


LIBRARY  INSTRUCTION 


Course  of  Instruction  in  Use  of  Books  and  Libraries  Given  in 
University  of  Chicago  High  School.  Public  Libraries 
March,  1919. 

Davis  and  Cowing.  Library  Aids  for  Teachers  and  Librarians, 
pp.  22-23.  958  University  Ave.,  New  York,  N.  Y. :  H,  W. 
Wilson  Co.  Out  of  print.  New  edition  in  preparation,  1920 
edited  by  W.  H.  Kerr. 

Hall  and  Mouiton.  Vocational  Guidance  through  the  Library. 
78  E.  Washington  St.,  Chicago,  111. :  American  Library  As- 
sociation Publishing  Board. 

Hopkins,  Florence  M.  Reference  Guides  That  Should  Be 
Known.  Revised  edition.  A  series  of  eleven  pamphlets, 
each  one  devoted  to  a  lesson,  requiring  two  recitation  periods, 
on  some  one  phase,  such  as  Encyclopedias ;  or  Concordances  ; 
or  Atlases,  etc.  Adapted  especially  for  immediate  class  use. 
Single  pamphlet  25  cents;  quantities  at  special  rates.  The 
Willard  Company,  479  Sixth  St.,  Detroit,  Mich. 


48 

Lessons-^^e,  Use  of  the  School  Library.     Madison,  Wis. :  Stale 
Department  of  Public  Instruction,  1915. 

"Library  Tour"    (Round  Table),  English  Journal,   IV   (1916., 
5,31^33. 

Madison,  Elizabeth.     "A  High-School  Course  in  Library  Us: 
English  Journal  V  (1916),  196-207. 

Severance,  H.  O.     A  Library  Primer  for  Missouri  High  Schoi 
Bulletin  No.  30,  Volume  XVI,  University  of  Missouri,  ( 
lumbia.  Mo.     (Revised,  enlarged    edition,    1917,    Misso  . 
Book  Co.,  Columbia,  Mo.,  $1.25.) 

Ward,  Gilbert  O.  Practical  Use  of  Books  and  Libraries.  F. 
Faxon  Co.,  Boston.     $1.00. 

VI.      APPROPRIATIONS 

*■   Ayres  and  McKinnie.  The  Public  Library  and  the  Public  Scho 
Cleveland  Education  Survey  Reports. 

Bardwell,  D.  L.     "Report  on  High-School    Libraries    in    ^ 

York  City,"  Sixteenth  Annual  Report  of  the  Superintena 

of  Schools,  New  York  City   (1914),  pp.  43-50.     500  P 

Ave.,  New  York  City :  Department  of  Education. 

Gives  tentative  budget  for  high  schools  of  1000,  2000,  3000  pu 
equipment,  and  supplies  needed,  list  of  periodicals,  outline  of  lessons. 

Newberry,  Marie  A.  "A  Normal  Budget  for  the  High  Sch 
Library,"  Proceedings  of  the  National  Education  Associat 
(1914),  pp.  817-20. 

^Williams,  Sherman.     High-School  Library  Problems.  New  Y 
Libraries  February,  1916. 
Better  choice  of  books  and  larj^c     appropriations. 


!?S  NRLF 

1 

2 

3 

4 

5 

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ALL  BOOKS  MAY  BE  RECALLED  AFTER  7  DAYS 

DUE  AS  STAMPED  BELOW 

Se^ONILL 

OCT  1  q  1998 

U.  C.  BERKELEY 

"^ 


UNIVERSITY  OF  CALIFORNIA,  BERKELEY 
FORM  NO.  DD  19  BERKELEY,  CA  94720  ^ 


